ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting Students' Sights on College: Chicago Public Schools. Case Study
Author: ACT, Inc.
Date: 2007-00-00
Type: Reports - Research
Subjects: Public Schools,Graduation Rate,Lunch Programs,Academic Achievement,College Attendance,Low Income Groups,Minority Group Children,Limited English Speaking,School Readiness,Higher Education,College Bound Students,College Admission,College Preparation,Intervention,Secondary School Curriculum,Difficulty Level,Program Effectiveness,Program Evaluation,Aptitude Tests,College Entrance Examinations,Student Evaluation

Part of the third-largest school district in the nation, 77 percent of Chicago's nearly 427,000 public school students are poor, as defined by eligibility for participation in free or reduced-cost lunch programs. Many are members of minorities; many have limited proficiency in English. To make a successful transition to college--even to graduate from high school--many young people in the Chicago school system face hurdles unimaginable in the nearby suburbs. The Chicago Public School system (CPS) wants to increase the college readiness of the city's students. Its goal is to increase the numbers of students who take a rigorous curriculum and set their sights on getting into the most challenging college for which they are qualified. The CPS also wants to improve high school graduation rates and college attendance rates, and to provide a basis for curricular interventions to improve student performance. This paper describes how CPS was able to monitor the effectiveness of its curriculum and improve its college readiness through the implementation of EXPLORE[R], PLAN[R], and the ACT programs.
College Readiness Standards[TM] for EXPLORE[R], PLAN[R], and the ACT[R]: Includes Ideas for Progress
Author: ACT, Inc.
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Educational Planning,School Readiness,State Standards,Learning Strategies,Scores,College Preparation,Academic Standards,Educational Assessment,English Instruction,Mathematics Skills,Reading Skills,Science Process Skills,Writing Skills

At the foundation of the Educational Planning and Assessment System (EPAS) programs are ACT's College Readiness Standards. The Standards offer learning strategies that are likely to help students meet state standards and acquire the more advanced concepts associated with higher EPAS test scores and, more importantly, increased college readiness. College Readiness Standards are detailed, research-based descriptions of the skills and knowledge associated with what students are likely to know and to be able to do based on their EXPLORE, PLAN, and/or ACT test scores. The Standards were developed in response to the need for better information about student achievement and to answer the often-asked question, What does a given score on EXPLORE, PLAN, or the ACT really mean? The Standards are an effective tool for enhancing student learning based on test scores that students earn. The Standards are complemented by ideas for progress--brief descriptions of learning experiences from which students might benefit.
Information Management: The Challenges of Managing Electronic Records. Testimony  Before the Subcommittee on Information Policy, Census and National Archives, Committee on Oversight and Government Reform, House of Representatives. GAO-10-838T
Author: Melvin, Valerie C.
Date: 2010-06-17
Type: Reports - Evaluative
Subjects: Information Management,Electronic Publishing,Administrator Responsibility,Government Publications,Public Agencies,Federal Government,Recordkeeping,Information Policy,Archives,Access to Information,Classification,Information Storage,Technological Advancement,Electronic Mail,Standards,Information Networks,Difficulty Level,Administrative Change

Federal agencies are increasingly using electronic means to create, exchange, and store information, and in doing so, they frequently create federal records: that is, information, in whatever form, that documents government functions, activities, decisions, and other important transactions. As the volume of electronic information grows, so does the challenge of managing electronic records. Both federal agency heads and the National Archives and Records Administration (NARA) have responsibilities for managing federal records. As requested, after providing some context about records management in the federal government and the roles of federal agencies and NARA, this testimony describes the challenges of electronic records management and potential means of addressing these challenges. In preparing this testimony, GAO relied primarily on its previous work, supplemented by analysis of publicly available documents. (Contains 38 footnotes.) [Other major contributors to this report include Barbara Collier, Lee McCracken, J. Michael Resser, and Glenn Spiegel.]
Improving Students' Readiness for College: Homewood-Flossmoor High School, Illinois District 233. Case Study
Author: ACT, Inc.
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Academic Achievement,Grade 9,Grade 12,Grade 10,College Preparation,School Readiness,Higher Education,College Bound Students,Student Improvement,Grade 8,Career Exploration,Career Planning,Achievement Tests,College Entrance Examinations,Difficulty Level

This paper illustrates how Homewood-Flossmoor High School, Illinois District 233 addressed the decline in its student achievement results and improved college readiness among its students. This sharp decline caused school officials to stop and reevaluate what they were doing. A review of the facts led to a clear conclusion: &quot;Rigorous coursework is the key to college readiness&quot;. At Homewood-Flossmoor High School, many of the efforts were devoted to informing students, parents, teachers and counselors about the importance of taking rigorous coursework. A key element in the plan was the adoption of ACT's EPAS[TM] Educational Planning and Assessment System. EPAS includes EXPLORE[R] for 8th and 9th graders, PLAN[R] for 10th graders, and the ACT for 11th and 12th graders. These three programs provide an assessment system that measures student readiness along a continuum of College Readiness Benchmarks. In conjunction with assessing academic progress, EPAS helps students plan for their future by providing information on careers that match their interests and skills.
NGA/ACT Pilot Project: Increasing Course Rigor. Final Report
Author: ACT, Inc.
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Pilot Projects,Research Reports,College Preparation,Transitional Programs,Educational Quality,Educational Improvement,Improvement Programs,Professional Development,Participant Characteristics,Units of Study,Feedback (Response),State Programs,Academic Standards,Best Practices

The Increasing Course Rigor Pilot Project, a joint initiative of the National Governors Association (NGA) Center for Best Practices and ACT, Inc., is one component of Phase Two of the NGA Center for Best Practices Honor States Grant Program. The project, which began in winter 2006 and concluded in summer 2007, was designed to improve the quality of learning experiences in core preparatory high school courses. The project was also a natural extension of ACT's efforts to improve the quality and consistency of high school coursework. In particular, it is a response to empirical evidence demonstrated in the 2004 study "On Course for Success: A Close Look at Selected High School Courses That Prepare All Students for College" (ACT and The Education Trust) indicating the need for increased rigor and relevance in core preparatory courses. This report describes the results of the 17-month pilot. Both qualitative and quantitative findings are presented, along with implications for policy and practice. The report concludes with a discussion of lessons learned and recommendations for next steps. Appended are: (1) State Team Members; (2) Student Population Characteristics; (3) Teacher Participation Details; (4) Project Activity Time Line; (5) ACT's Data-Feedback Model; (6) Distance Conferences and On-Site Collaboration Meetings; (7) Project Web Resources; (8) Number of Teachers Responding to Surveys; (9) CARS Alignment Results; (10) ACT Instructional Units; (11) End-of-Course Assessment Mean Scores; and (12) Rankings Based on Participation Levels and Testing Data. (Contains 12 tables and 4 charts.)
Students with Disabilities: More Information and Guidance Could Improve Opportunities in Physical Education and Athletics. Report to Congressional Requesters. GAO-10-519
Author: Ashby, Cornelia M.
Date: 2010-06-00
Type: Reports - Research
Subjects: Physical Education,Physical Activities,Federal Legislation,Disabilities,Educational Opportunities,Physical Activity Level,Health Programs,Health Promotion,Accessibility (for Disabled),Related Services (Special Education),Audits (Verification),Content Analysis,Interviews,Change Strategies,Comprehensive Guidance,Information Needs,Extracurricular Activities

Research has established that physical activity and participation in athletics provides important health and social benefits for children. Certain federal laws help ensure that kindergarten-12th grade schools provide students with disabilities opportunities to participate in physical education (PE) and extracurricular athletics equal to those of their peers. However, national associations have questioned whether students with disabilities receive opportunities similar to their peers. Regarding students with disabilities, GAO was asked to examine (1) what is known about the PE opportunities that schools provide, and how do schools provide these; (2) what is known about the extracurricular athletic opportunities that schools provide, and how do schools provide these; and (3) how the Department of Education (Education) assists states and schools in these areas. GAO analyzed federal survey data; reviewed relevant federal laws and regulations; and interviewed state, district, and school officials in selected states, as well as parents and disability association officials. To improve the opportunities for students with disabilities in PE and athletics, GAO recommends that the Secretary of Education facilitate information sharing among states and schools on ways to provide opportunities and clarify schools' responsibilities under federal law. Education agreed with both of our recommendations. Appendices include: (1) Scope and Methodology; (2) Student Participation in Physical Education and Extracurricular Athletics in District and Schools We Visited; (3) National Data on Student Participation in Physical Education and Extracurricular Athletics; (4) Comments from the Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 19 tables, 4 figures, and 38 footnotes.)
Benefits of Additional High School Course Work and Improved Course Performance in Preparing Students for College. ACT Research Report Series, 2008-1
Author: Sawyer, Richard
Date: 2008-08-00
Type: Numerical/Quantitative Data
Subjects: Grade 8,Grade 10,Grade 11,Grade 12,High School Students,College Entrance Examinations,Academic Achievement,Predictor Variables,Adolescents,Advanced Courses,Honors Curriculum,Grades (Scholastic),Student Characteristics,Institutional Characteristics

For more than two decades, education authorities have warned that the reading, writing, mathematics, and science skills of America's young adults are insufficient to maintain its economic strength. Some indicators suggest that the average educational achievement of high school students in the U.S. is mediocre in comparison to that of other industrialized countries, and that it is not improving significantly. Moreover, there are wide differences in educational achievement among demographic groups. Authorities have recommended many different strategies for improving the educational achievement of high school students. One such strategy is to encourage them to take more rigorous college-preparatory courses and to earn higher grades in these courses. We studied the effectiveness of this strategy using data from students who took ACT's EXPLORE test in eighth grade, the PLAN test in tenth grade, and the ACT in eleventh/twelfth grade. The outcome variables in the study were students' ACT scores in English, Mathematics, Reading, and Science. The predictor variables were students' background characteristics, their previous educational achievement (as measured by their EXPLORE scores), the high school they attended, their course work, their course grades, and variables related to the context in which they took the ACT. We constructed models for predicting the outcome variables from the predictor variables. We then used the models to estimate the proportion of students who, under various scenarios of enhanced preparation, would have ACT score levels indicating that they were adequately prepared to take typical first-year college courses. The principal results are as follows: (1) Students' background characteristics, EXPLORE scores, high school attended, high school course work, and high school grades are all related to ACT scores, but EXPLORE scores are by far the most strongly related; (2) Improving EXPLORE scores is likely to be more effective in improving ACT scores than other forms of enhanced preparation; (3) Taking more standard or advanced courses in high school and earning higher grades is more beneficial to students who have high EXPLORE scores to begin with; and (4) There is significant variation in high schools' average ACT scores, even after accounting for differences in their students' characteristics. The benefit of additional standard course work, advanced/honors course work, and higher grades also varies significantly among high schools. The report concludes with a discussion of implications of the results and recommendations for additional research. Statistical Tables are appended. (Contains 11 tables, 2 figures and 19 footnotes.)
Breaking Barriers: A Case Study of Two High-Performing Schools
Author: ACT, Inc.
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Minority Groups,Barriers,Case Studies,Low Income,School Effectiveness,Educational Policy,Educational Practices,Policy Analysis,Institutional Characteristics,School Demography,Rural Schools,Suburban Schools,Achievement Gap,Achievement Gains,College Preparation,Program Descriptions,Improvement Programs,Guidelines,Alignment (Education),Profiles,Educational Assessment,Tests,African American Students,Hispanic American Students,White Students

This study profiles two high schools with high enrollments of low-income and racial/ethnic minority students: Thornton Fractional North High School (TF North) and Dumas High School (DHS). Both schools have substantial enrollments of low-income and racial/ethnic minority students and, despite the odds, are successfully preparing students for their post-high school goals. The researchers' purpose was to identify the policies and practices that appear to be contributing to the schools' success. Such information can help teachers, administrators, and other stakeholders who are seeking to improve the academic preparation of their students, particularly those in high-poverty and high-minority schools. Appended are: (1) Thornton Fractional North High School Profile; and (2) Dumas High School Profile. (Contains 5 notes.)
What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities
Author: ACT, Inc.
Date: 2010-00-00
Type: Reports - Research
Subjects: Community Colleges,Student Attrition,School Holding Power,Research Methodology,Academic Persistence,National Surveys,Graduation Rate,Educational Practices,Questionnaires,Institutional Characteristics,Transfer Policy,Distance Education,Time to Degree,Academic Support Services,Student Personnel Services,Student Characteristics,Private Colleges,Public Colleges

Over the past three and one-half decades, ACT has dedicated itself to conducting research that collects information from colleges and universities that will help them identify and better understand the impact of various practices on college student retention and persistence to degree-completion. Conducted in the spring of 2009, ACT's most recent retention research sought to find answers to questions about retention that might shed light on how to decrease the gap between college enrollment and degree completion. This study, as those in the past, was designed to ask Chief Academic Affairs Officers and others in similar positions to provide their thoughts concerning two primary matters: college student attrition and retention. Presented in this report is information about the study's methodology, including the instrument, contact database, administration, population, and response rates. Data analyzed for the study included that returned from individuals at community colleges, private four-year colleges, and public four-year colleges. What Works in Student Retention Instrument is appended. (Contains 3 tables.)
What Are ACT's College Readiness Benchmarks? Issues in College Readiness
Author: ACT, Inc.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: High Schools,Middle Schools,Social Sciences,High School Graduates,Algebra,Graduation Requirements,School Readiness,Higher Education,College Bound Students,Measurement,Benchmarking,Student Evaluation,Scores,Intervention,Academic Achievement,Postsecondary Education,College Preparation,College Mathematics,Freshman Composition,College English,Biology,College Science,Academic Standards,Student Placement,Aptitude Tests,College Entrance Examinations

This article presents questions and answers about ACT's College Readiness Benchmarks. ACT's College Readiness Benchmarks are the minimum ACT test scores required for students to have a high probability of success in credit-bearing college courses--English Composition, social sciences courses, College Algebra, or Biology. Colleges can use the Benchmarks for the ACT as one among several criteria for admission or as a foundation for determining course placement scores. States can use the Benchmarks as a tool for establishing minimum standards for high school graduation in statewide assessment contexts that are aimed at preparing high school graduates for postsecondary education. In all the above cases, the Benchmarks offer users a concise, reliable method of articulating postsecondary expectations to middle schools and high schools so that timely interventions can be made.
Using Hierarchical Modeling to Examine Course Work and ACT Score Relationships across High Schools. ACT Research Report Series, 2007-2
Author: Noble, Julie P.
Date: 2007-07-00
Type: Reports - Research
Subjects: Structural Equation Models,Regression (Statistics),High School Students,Performance Based Assessment,Context Effect,Course Selection (Students),Mathematics Achievement,Science Achievement,Academic Achievement,Institutional Characteristics,College Entrance Examinations

This study used hierarchical linear regression to examine the effects of taking specific high school courses on students' ACT performance in English, Mathematics, and Science. In addition, hierarchical logistic regression was used to examine the benefits of taking specific courses on students' likelihood of meeting or exceeding the ACT College Readiness Benchmarks in these three subject areas. All effects were examined in the context of the high schools students attended. Moreover, school characteristics were examined to determine whether course work effects were differentially influenced by the characteristics of the schools students attended. The data for the study consisted of 403,381 students from 10,792 high schools who took PLAN as sophomores and the ACT as juniors or seniors. Patterns of course work taken were developed from the Course Grade Information Section of the ACT. The results supported the use of hierarchical modeling for examining the contribution of course work taken to ACT performance. The relationships between course work taken and ACT performance were influenced by the characteristics of schools, most often the accrediting region of the school. Appended are: (1) Hierarchical Linear Models Including School Characteristics; and (2) Hierarchical Logistic Models Excluding School Characteristics and Hierarchical Logistic Models Including School Characteristics. (Contains 3 tables, 1 figure and 2 footnotes.)
Student Achievement, Behavior, Perceptions, and Other Factors Affecting ACT Scores. ACT Research Report Series, 2006-1
Author: Noble, Julie P.
Date: 2006-10-00
Type: Reports - Research
Subjects: Academic Achievement,High School Students,Student Characteristics,Background,Student Behavior,Self Concept,Student Attitudes,Scores,College Entrance Examinations,Family Income,Parent Background,Educational Attainment,African American Students,White Students,Student Surveys,Extracurricular Activities,Self Efficacy,Coping,Models

In this study, we investigated factors related to students' performance on the ACT. We examined how students' background characteristics, academic achievement in high school, education-related accomplishments and activities, and perceptions of self and others affect their ACT scores. Of particular interest were the direct and indirect effects of students' background characteristics, given their other characteristics. To study this issue, we estimated a multi-group, multi-level structural model. We found that among both African American and Caucasian American students, ACT Composite score was directly influenced only by academic achievement in high school. Family income, parents' level of education, and number of negative situations in the home were related to ACT Composite score only indirectly, through education-related accomplishments and activities, perceptions of self and others, and academic achievement. Moreover, education-related accomplishments and activities and perceptions of self and others had only indirect effects through academic achievement. These findings showed that, regardless of their race/ethnicity, students can increase their chances of doing well on the ACT, and thus increase their chances of enrolling and succeeding in college. Appended are: (1) Survey of ACT-Tested Students February and April, 2002; (2) Simple Correlations Among Final Model Variables; (3) Unstandardized Factor Loadings and Their Standard Errors, Constrained to be Equal Across Racial/Ethnic Groups; (4) Unstandardized Path Coefficients, Disturbance Terms, Latent Factor Covariances, and  Their Standard Errors, by Racial/Ethnic Group; and (5) Unstandardized Residual Variances, Indicator Covariances, and Their Standard Errors, by Racial/Ethnic Group. (Contains 2 figures and 3 tables.)