ethanporcaro/eric-fulltext-meta huggingface dataset:
2011-2012 Federal Pell Grant Program End-of-Year Report
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Research
Subjects: Grants,Annual Reports,Federal Aid,Federal Programs,Statistical Analysis,Information Sources,Databases,Eligibility,Tables (Data),Financial Aid Applicants,Family Income,Family Financial Resources,Costs,Awards,Spouses,Dependents,Age Differences,Enrollment Trends,Institutional Characteristics,Statistical Data,Expenditure per Student,Expenditures

The Federal Pell Grant End-of-Year Report presents primary aspects of Federal Pell Grant Program activity for the 2011-2012 award year. This presentation is a compilation of quantitative program data assembled to offer insights into the changes to the Title IV applicant universe and the Federal Pell Grant Program. The Federal Pell Grant End-of-Year Report provides factual information and highlights important programmatic issues. Since 1973, the Office of Postsecondary Education has compiled summary information on Title IV applicants and Federal Pell Grant Program activity. The information provides a basis for program planning and development. The Report can also be used by policy makers to estimate the potential impact of actual or proposed policies on Pell Grant recipients and federal aid applicants. In addition, the End-of-Year Report can assist researchers, students, higher education officials, and financial aid administrators to better understand current patterns of Federal Pell Grant disbursements and Title IV applicant activity. A glossary is provided.
Does College Focus Matter? Explaining Differences in Performance among Community Colleges in North Carolina: A CAPSEE Working Paper
Author: Dunn, Michael
Date: 2016-05-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Institutional Mission,Labor Force Development,Labor Market,Institutional Characteristics,Educational Benefits,College Outcomes Assessment,Salary Wage Differentials,Educational Development,Academic Education,Vocational Education,Comparative Analysis,Comprehensive Programs,Specialization,Predictor Variables,Student Characteristics,Regional Schools,School Effectiveness,Regression (Statistics),Career Planning

The evolution of community colleges from their origins as junior colleges to institutions with dual missions to provide both academic and workforce preparation raises questions about the impact of a college's mission focus on its students' labor market success. We examine this question using data from the 58 colleges in the North Carolina Community College System. We find that students from community colleges that focus on career or workforce preparation had higher labor market earnings than did students from comprehensive community colleges or colleges with an academic focus; about one fifth of the variation in students' earnings across community colleges was due to the college's mission focus. A number of other community college variables enhanced students' earnings, such as larger institution size, serving a single county, and having low proportions of remedial students.
Do Students Benefit from Going Backward? The Academic and Labor Market Consequences of Four- to Two-Year College Transfer: A CAPSEE Working Paper
Author: Liu, Vivian Yuen Ting
Date: 2016-06-00
Type: Numerical/Quantitative Data
Subjects: Reverse Transfer Students,Labor Market,Educational Benefits,Outcomes of Education,Academic Persistence,Least Squares Statistics,Data Analysis,Dropout Rate,Grade Point Average,Comparative Analysis,Gender Differences,Employment Level,Geographic Location,School District Wealth,Educational Attainment,Cohort Analysis,Quasiexperimental Design

Facilitating student transfer from two-year to four-year institutions has been a focus of research and policy in recent years. Much less attention has been given to the phenomenon of four-year to two-year (4-2) college transfer. About 16 percent of students who begin in a four-year college transfer to a two-year college within six years. Using public higher education data from one small state and using distance to the closest two-year college as an instrumental variable, this paper examines the effects of 4-2 transfer on &quot;struggling&quot; students, those who earned less than a 3.0 grade point average in the first term. Results indicate that these 4-2 transfer students are more likely than similar non-transfer students to attain two-year college credentials (including associate degrees and long- and short-term certificates); the gain is concentrated in women who tend to enroll in health-related programs. What is more, struggling students who transfer to two-year colleges are no less likely than struggling non-transfer students to earn a bachelor's degree. Early employment outcomes also indicate that the labor market does not penalize 4-2 transfer behavior. Falsification tests show strong first stage results and no correlation between distance and socioeconomic indicators, which supports the use of distance as an instrumental variable for 4-2 transfer status. The findings indicate that 4-2 transfer can improve college completion for students struggling in four-year institutions.
How and Why Does Two-Year College Entry Influence Baccalaureate Aspirants' Academic and Labor Market Outcomes? A CAPSEE Working Paper
Author: Xu, Di
Date: 2016-04-00
Type: Numerical/Quantitative Data
Subjects: Two Year Colleges,Two Year College Students,Community Colleges,Bachelors Degrees,Educational Attainment,Outcomes of Education,Labor Market,Probability,Barriers,College Transfer Students,College Choice,College Credits,Cost Effectiveness,Undergraduate Students,Comparative Analysis,Student Characteristics,Institutional Characteristics,Demography,Statistical Data,Income,Data Analysis

Using detailed administrative data from Virginia, this paper examines how and why the community college pathway to a baccalaureate influences students' degree attainment and short-term labor market performance. We find that the community college pathway sharply reduces the likelihood of earning a bachelor's degree but does not have a significant impact on students' short-term labor market performance. We examine various mechanisms that may stand in the way of students' baccalaureate completion: the impacts of two-year attendance on early academic progress, the logistical challenges inherent in selecting and enrolling in a four-year transfer destination, the loss of credits at the point of transfer, and post-transfer academic &quot;shock.&quot; Our results suggest that the primary culprit is that many otherwise successful community college students never enter a four-year transfer destination. Among students who do transfer, their probability of baccalaureate attainment and their short-term labor market performance are comparable to those of native four-year students. After taking into account the lower costs of community college attendance, our cost-benefit analysis finds that two-year entrants fare as well as or better than four-year entrants, at least in the short run (eight years after college entry).
Summary of Existing School Climate Instruments for Middle School
Author: Voight, A.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,Classroom Environment,Teacher Effectiveness,Middle Schools,Middle School Teachers,Learner Engagement,Teacher Characteristics,Measures (Individuals),Student Surveys,Parent Surveys,Questionnaires

This information memo provides an annotated list of extant surveys used to assess school climate, classroom climate, or teacher effectiveness that are designed for use in middle schools. The purpose is to assist educators to select or design surveys to assess school climate in middle schools, with a particular focus on assessing student engagement and teacher characteristics associated with higher student achievement. The search process for instruments that are designed and marketed as measures of teacher effectiveness included a review of the U.S. Department of Education's Safe and Supportive Schools compendium of school-climate measures, keyword searches (i.e., &quot;school climate,&quot; &quot;classroom climate,&quot; and &quot;teacher effectiveness&quot;) of major scientific journal databases, and a &quot;snowball&quot; method of identifying measures via their reference in other publications and online sources. The list of 20 measures in this report includes several targeted toward classroom climate and teacher effectiveness. Regional Educational Laboratory (REL) West staff coded and grouped each instrument's subscales into 15 general categories. Readers may find the tables included in the report useful to understand the full range of concepts included in various definitions of school climate. The report includes detailed summaries of the 20 measures, as well as contact information and citations for the main references consulted. The following is appended: Coding process for instrument subscales.
New York City's First Conditional Cash Transfer Program: What Worked, What Didn't
Author: Riccio, James
Date: 2016-05-00
Type: Reports - Research
Subjects: Urban Areas,Welfare Services,Poverty Programs,Low Income Groups,Program Effectiveness,Outcomes of Education,Health Services,Dental Health,Elementary School Students,Middle School Students,High School Students,Graduation Rate,Parents,Employment,Income,Human Capital

This report summarizes the findings of a long-term evaluation of Opportunity NYC--Family Rewards, an experimental, privately funded, conditional cash transfer (CCT) program to help families break the cycle of poverty. Family Rewards was the first comprehensive CCT program in a developed country. Launched in 2007 by New York City's Center for Economic Opportunity, it offered cash assistance to low-income families to reduce immediate hardship, but conditioned that assistance on families' efforts to build up their &quot;human capital&quot; to reduce the risk of longer-term and second-generation poverty. The program thus tied a broad array of cash rewards (financial incentives) to prespecified activities and outcomes in the areas of children's education, families' preventive health care, and parents' employment. It operated as a pilot program for three years, concluding, as planned, in August 2010. Six community-based organizations, in partnership with a lead nonprofit agency, ran Family Rewards in six of New York City's highest-poverty communities. MDRC evaluated the program through a randomized controlled trial involving approximately 4,800 families with 11,000 children; half of the families could receive the cash rewards if they met the required conditions, and half were assigned to a control group that did not participate in the program and could not receive the rewards. This report distills previously published findings and some longer-term updates on the program's effects on a wide range of outcomes, covering two to six years after families entered the study (depending on the data source). Family Rewards transferred over $8,700, on average, to families during the three-year period in which it operated. By the end of the study, it had produced some positive effects on some outcomes, but left many other outcomes unchanged. For example, the program: (1) Reduced current poverty and material hardship, including hunger and some housing-related hardships (especially for families in severe poverty), although those effects weakened after the cash transfers ended; (2) Did not improve school outcomes for elementary or middle school students; and (3) Substantially increased graduation rates and other school outcomes for ninth-graders who entered high school as proficient readers, and increased their likelihood of subsequently enrolling full time in four-year colleges. [MDRC conducted the Opportunity NYC--Family Rewards Demonstration through a contract with the Mayor's Fund to Advance New York City and under the direction of the New York City Center for Economic Opportunity.]
Promoting Success for Dual Language Learners: The Essential Role of Early Childhood Education Programs
Author: Freedberg, Louis
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,School Readiness,English Language Learners,Native Language,Language Proficiency,Teacher Recruitment,Family Involvement,Language Minorities,Achievement Gains,Access to Education,Costs,Professional Development

Early childhood education programs in California have a crucial role to play in preparing dual language learners to enter kindergarten with the skills they need to succeed in school and beyond. The reason is simple: there are more dual language learners under the age of 5 in early childhood education programs in California than anywhere else in the country. This gives these programs--from infant care to preschool--an outsized opportunity to shape the futures of these children, with social and economic implications for the future of the state and the nation as well. In recent years, California has taken the lead nationally in promoting a variety of strategies for ways that early learning programs can more effectively serve these children. The state is now at a pivotal moment in the implementation of a range of reforms that are putting additional pressure on educators to ensure that dual language learners succeed and on state leaders to provide the necessary resources. Most of the focus is on dual language learners and preschool, which primarily serves 3- and 4-year-olds. Attention also needs to be placed on the role of child care providers serving infants and toddlers, an equally important age for language development. As a recent PACE report noted, it &quot;is a moment of immense opportunity to examine and shape English learner policy and practice in the state.&quot; For that reason, it is essential to revisit strategies--and devise new ones--to strengthen the role of early education programs in promoting the greater success of dual language learners. This report identifies key challenges facing these programs, and describes some strategies to tackle them. [Sarah Tully also contributed to this report.]
The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments
Author: Ottley, Jennifer Riggie
Date: 2015-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Inclusion,Early Childhood Education,Technology Uses in Education,Professional Development,Teacher Attitudes,Computer Mediated Communication,Feedback (Response),Handheld Devices,Feasibility Studies,Validity,Mixed Methods Research,Observation,Semi Structured Interviews,Learning Experience,Teacher Improvement,Child Development,Satisfaction

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with pre-service and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators' perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development. [This paper was published in &quot;Journal of Early Childhood Teacher Education,&quot; v36 n4 p342-361 2015 (EJ1084706).]
The Importance of Monitoring Skills in Physics Problem Solving
Author: Ali, Marlina
Date: 2016-01-10
Type: Reports - Research
Subjects: Physics,Problem Solving,Metacognition,Thinking Skills,Mechanics (Physics),Protocol Analysis,Video Technology,Interviews,Qualitative Research,College Students,College Science,Achievement Tests,Scores,Foreign Countries

The purpose of this paper is to show how important &quot;monitoring&quot; is as metacognitive skills in solving physics problems in the field mechanics. Based on test scores, twenty one students were divided into two groups: more successful (MS) and less successful (LS) problem solvers. Students were allowed to think-aloud while they worked on their problems. Each of the students was videotaped, and interviewed right after the task. A schema was used to grade the written answers. As a conclusion &quot;monitoring&quot; appeared as a very important metacognitive skill leading to successfully solving problems in mechanics. [Funding for this research was provided by the Ministry of Education (MOE), Malaysia and Universiti Teknologi Malaysia (UTM) through Grant Vote No R.J130000.7831.4F427.]
Meaning Making, Agency, and Languaging in Dialogic Interactions on Academic Writing Tasks: A Sociocultural Discourse Analysis
Author: Kheradmand Saadi, Zahra
Date: 2016-01-00
Type: Reports - Research
Subjects: Sociocultural Patterns,Discourse Analysis,Undergraduate Students,Classification,English (Second Language),Second Language Learning,Guidelines,Computational Linguistics,Second Language Instruction,Foreign Countries,Dialogs (Language),Writing Processes,Academic Discourse,Social Class,Student Characteristics,Interviews,Teacher Student Relationship,Classroom Communication,Writing Instruction,Writing Assignments

For Vygotsky, language is a cultural-psychological concept emerged from social interactions and is applied for higher cognitive functions such as thinking, meaning making, and knowledge construction. In this study, a sociocultural perspective was applied to analyze the language produced by 40 sophomore Iranian EFL learners during dialogic interactions on writing tasks in order to investigate: 1) the talk types that students produced, and 2) the agency they employed to make meaning through languaging. The typology of talk proposed by Mercer (2004) was used as a framework for talk analysis. Seven categories of talk were found in the corpus, among which, Cumulative talk had the highest frequency. The students exercised two types of agency during interactions, debilitative agency in Disputational talks and facilitative agency in Cumulative and Exploratory talks. The categories of talk, their frequencies, and the amount of agency the students employed in the categories of the talk can be justified by Lantolf and Poehner's (2014) argument that the interactions and dialogues considered micro-level practices are affected by macro-level structures in which they are developed.
Students' Performances in Selected Mathematics Teacher Training Programs in North Carolina
Author: Olaniyi, Olusola Ademola
Date: 2015-08-00
Type: Reports - Research
Subjects: Mathematics,Mathematics Instruction,Mathematics Teachers,Academic Achievement,Teacher Education Programs,Higher Education,Colleges,Data Collection,Pretests Posttests,College Students,Statistical Analysis,Comparative Analysis,Experimental Groups,Control Groups,Mathematics Education,Teacher Effectiveness,Mathematics Achievement,Educational Legislation,Federal Legislation,Elementary Secondary Education,Teacher Education,Educational Quality,Teaching Methods,Scores,Data Analysis

(Purpose) The purpose of this study was to examine the effect of math teacher program on students' performances in math teacher training programs in five selected colleges in North Carolina. (Methodology) This study collected 300 data (150 pre-tests and 150 post-tests) data of college students enrolled in the five selected colleges. The ANOVA and multiple comparison t-tests analyses showed that there were significant differences among students in the experimental group compared to those in the control group. (Results) Results indicate that there was a major role teaching pedagogy played in the performances of the students. (Conclusions) Results revealed that over a period of three years (2010-2013), there were more improvements in the performances of the students as they proceeded through the math teaching pedagogy at the experimental colleges than at the control college. (Recommendations) Educators could use the findings of this study as a platform to further study the relationship between high performance in math education and other courses taken throughout a student's college years.
The Secret Life of Slurs from the Perspective of Reported Speech
Author: Salmani Nodoushan, Mohammad Ali
Date: 2015-00-00
Type: Information Analyses
Subjects: Speech,Language Usage,Linguistic Theory,Semantics,Language Research,Structural Analysis (Linguistics),Ambiguity (Semantics),Pragmatics,Figurative Language,Ethics,Diachronic Linguistics,Cues,Games,Discourse Analysis

Research on reported speech is old, but scholars working in this field are inclined to see its roots in Davidson's (1968) paratactic account of indirect reports. Although Davidson aimed at a &quot;truth-conditional&quot; theory of indirect reports which could challenge ideational, use, and psychological theories, his paratactic view--of which the backbone was the notion of &quot;samesaying&quot;--motivated a good number of scholars to search for adequate accounts of indirect reports in truth-conditional semantics. Ever since then, research on reported speech gathered size and momentum, and resulted in a wealth of knowledge--which has, in turn, made it hard for people not versed in the field to fully appreciate it. This paper brings scholarly literature on reported speech to bear on slurs and reveals their secret life by dissecting them in the light of reported speech.
Differences in Less Proficient and More Proficient ESL College Writing in the Philippine Setting
Author: Gustilo, Leah E.
Date: 2016-02-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Foreign Countries,Second Language Instruction,College Students,Writing Skills,Writing Processes,Translation,Revision (Written Composition),Essays,Scores,Interrater Reliability,Comparative Analysis,Statistical Analysis,Vocabulary Skills,Self Efficacy,Student Attitudes,Writing Evaluation,Reliability,Likert Scales

The present study aimed at characterizing what skilled or more proficient ESL college writing is in the Philippine setting through a contrastive analysis of three groups of variables identified from previous studies: resources, processes, and performance of ESL writers. Based on Chenoweth and Hayes' (2001; 2003) framework, the resource level variables are represented by linguistic and content knowledge, writing experience, and writing approach; the process variables are represented by &quot;proposer&quot; (idea generation), &quot;translator&quot; (idea encoding), &quot;transcriber&quot; (idea transcription), and &quot;reviser&quot; (idea revision/evaluation). Writing performance was represented by length of essay and writing fluency. Essay score, also a measure of writing performance, was used to group the writers into less proficient and more proficient writers. Means and standard deviations of the items were obtained. The internal consistencies for tests using scales were obtained using Cronbach's Alpha; for tests with right and wrong answers, Kuder Richardson #21 was used. Inter-rater agreement for essay scores was tested using Kendall's Tau coefficient of concordance. To compare the mean scores between the less proficient and more proficient writers, independent samples t-test was used. Results indicated that there are significant differences between the two proficiency groups in content knowledge, vocabulary, elaborative writing approach, school writing experience and confidence in writing, and in all the measures of text production processes. Due to methodological limitations, conclusions made in the present study are restricted to the sample under study and to the genre of writing selected (viz., argumentative essay).