ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Words Together at Two. Evaluation Report. National Literacy Trust Research Report
Author: National Literacy Trust (United Kingdom)
Date: 2018-05-00
Type: Reports - Research
Subjects: Foreign Countries,Toddlers,Parent Child Relationship,Parents as Teachers,Group Discussion,Language Acquisition,Instructional Effectiveness,Parent Participation,School Readiness,Program Evaluation,Family Literacy,Emergent Literacy

Early Words Together at Two aims to help to improve the home learning environments of families of two-year-olds. It is designed for settings, including private and school nurseries and children's centres, who serve low-income families or any children with language and communication difficulties. Between January 2017 and March 2018, the programme was supported by a grant from the Department for Education, in consortium with three other early years charities: Peeple, National Children's Bureau and Foundation Years Trust. This evaluation report focuses on the activities of the National Literacy Trust in 20 settings in deprived areas of Bradford and Leicester. To evaluate the program, the National Literacy Trust used a pre- and post-survey for participating parents measuring outcomes for families (including children). A pre- and post-survey was also used for practitioners, measuring confidence and other attitudes around supporting children and interacting with parents. Finally, seven group discussions with practitioners were conducted: five mid-way through programme delivery, and two at the very end of the programme cycle. From the parent surveys, a sample of 93 pre-survey responses and 79 post-survey responses were obtained, of which 50 matched. Both the matched and unmatched samples were analysed. Overall, it was found that Early Words Together at Two appears to have a positive effect on children and parents taking part, with children being more likely to enjoy and engage with songs and rhymes, talk, and reading or sharing stories. From the practitioner survey, 47 responses at pre, and 28 responses at post were obtained, of which 19 matched. Matched responses were analysed and it was found that overall, the programme seems to have had a positive impact on practitioners' confidence in interacting with parents and supporting children's language development. The group discussions also highlighted that despite some initial difficulties with the delivery of the programme, practitioners gained in their ability to form positive relationships with parents and carers in their settings.
Digital Storytelling in Family Literacy Programs. Practitioner&apos;s Guide #5
Author: Mooney, Angela
Date: 2015-06-00
Type: Guides - Non-Classroom
Subjects: Family Literacy,Family Programs,Story Telling,Multimedia Materials,Intergenerational Programs,Multiple Literacies,Self Expression,Social Action,Program Implementation,Computer Software

This practitioner's guide discusses what digital storytelling (DST) is and reasons for using it in family literacy (FL) programs. Examples of FL programs using DST effectively are provided, along with concrete steps for implementation. The guide concludes with important considerations for educators and a list of resources.
Building Employability Skills in Family Literacy Programs: Lessons from the Toyota Family Learning Program. Practitioner&apos;s Guide #7
Author: Toso, Blaire Willson
Date: 2016-09-00
Type: Guides - Non-Classroom
Subjects: Employment Potential,Job Skills,Family Literacy,Family Programs,Low Income Groups,Adult Education,Service Learning,Program Evaluation

The recent enactment of the Workforce Innovation and Opportunity Act (WIOA) is prompting adult basic education and family literacy programs to more intentionally focus on supporting adult learners to transition to family sustaining employment. This change directly affects family literacy practitioners who primarily work with underskilled or undereducated adults living below the poverty line. Family literacy programs that include an adult basic education component are critically important because they can provide opportunities for parents to pursue additional training or education needed for skilled employment. To be competitive for skilled employment, many family literacy participants need guidance and intentional instruction in basic skills, English language development (in the case of immigrant students), and employability skills. In addition, family literacy practitioners can provide vital transition support to help participants find employment in an industry with a career path, postsecondary opportunities, or further training. This brief draws on lessons learned from an ongoing formative evaluation of the National Center for Families Learning (NCFL) Toyota Family Learning program. The evaluation seeks to identify promising practices for integrating employability skills development into programming that supports parent and child literacy and family learning--core principles of family literacy programming.
Interactive Literacy Activities. Practitioner&apos;s Guide #1
Author: Miller, Faith
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Interaction,Literacy Education,Language Acquisition,Developmentally Appropriate Practices,Culturally Relevant Education,Family Literacy,Parent Role,Learning Activities,Family Environment,Children,Parent Teacher Cooperation,Intervention

Interactive Literacy Activities, or ILAs, broadly refer to activities that facilitate interaction between adults and children for the purpose of promoting literacy and language development. It is essential to make ILAs developmentally and culturally appropriate for children and to use an approach that integrates various activities in order to foster literacy and language development. Family literacy programs should incorporate explicit training for parents and provide opportunities for practice and feedback. With the proper supports, parents can play an important role in nurturing their children's oral language and literacy abilities and their love of learning. The purpose of this guide is to provide a broad overview of ILAs and to suggest ways to implement ILAs more effectively. After summarizing the research basis for ILAs, the brief describes what ILAs entail and the ways in which they are being used in family literacy, provides examples of ILA activities with a solid research base, and offers suggestions for designing culturally appropriate ILAs.
Parent Interventions and Interactive Literacy Activities. Practitioner&apos;s Guide #2
Author: Grinder, Elisabeth L.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Interaction,Literacy Education,Language Acquisition,Developmentally Appropriate Practices,Culturally Relevant Education,Family Literacy,Parent Role,Learning Activities,Family Environment,Children,Parent Teacher Cooperation,Intervention,Parent Education

Parent involvement in children's language and literacy development is a continuum. Parents enhance their newborn baby's language and vocabulary growth, whereas with older children parents are involved in school and provide support by engaging in learning activities such as assisting with homework. Parent involvement is an important part of children's growth and development and can be vital to their academic success. Some parents need guidance on how to become involved with their child to support school literacy. The purpose of this guide is to inform family literacy practitioners and other educators who work with families about the benefits of targeted skill training for parents that move beyond encouraging parents to be involved with their child and to provide examples of such initiatives. This guide outlines the research literature on parent intervention studies, offers cultural and literacy considerations for working with diverse populations, and concludes with suggestions for types of trainings and activities that have proven successful.
College Counseling for Latino and Underrepresented Students
Author: Hurley, Sarah
Date: 2015-04-00
Type: Reports - Research
Subjects: College Students,Hispanic American Students,Disproportionate Representation,School Counseling,Counseling Services,Counselor Role,College Readiness,Access to Education,Case Studies,Parent Participation,Counseling Techniques,High School Students,College Bound Students,College Preparation,Outcomes of Education

Latinos represent almost one quarter of students enrolled in pre-kindergarten through twelfth grade in public schools. Between 2011 and 2022, Latino postsecondary enrollment will increase by 27% -- the largest rate of increase of all groups. This report examines the role of high school counselors in assisting Latino and other underrepresented students through their transition to college. Public high schools continue to emphasize the importance of planning for postsecondary education. For Latinos and other underrepresented groups, counselors can act as a catalyst in the development of postsecondary aspirations and the formation of &quot;college knowledge.&quot; The study uses site visits to examine the challenges and successes of providing college readiness counseling to Latino students. It also includes recommendations for improving college counseling, access, and success for Latinos.
North Carolina Pre-Kindergarten Program Evaluation: Key Findings (2002-2016)
Author: Peisner-Feinberg, Ellen S.
Date: 2017-05-00
Type: Reports - Research
Subjects: Preschool Education,Program Evaluation,Educational Assessment,Outcomes of Education,Educational Quality,State Programs,Language Acquisition,Communication Skills,Cognitive Development,Social Development,Emotional Development,Bilingual Students,Language Proficiency,Teacher Qualifications,At Risk Students,Student Diversity,Preschool Children

Since the NC Pre-K (More at Four) Program began in 2001-2002, a variety of statewide evaluation studies have been conducted by the FPG Child Development Institute. These annual evaluations have included several studies of program services, classroom quality, and children's outcomes during pre-k as well as longer-term into kindergarten and third grade. Key questions addressed by these evaluation studies have been: (1) What are the outcomes for children attending NC Pre-K? and (2) What factors are associated with better outcomes? A summary of key findings related to children's outcomes as well as key findings related to the quality and characteristics of the program are presented here.
What It Means to Be a Reader at Age 11: Valuing Skills, Affective Components and Behavioural Processes--An Outline of the Evidence
Author: Clark, Christina
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Children,Foreign Countries,Elementary Schools,Reading Instruction,Reading Skills,Reading Comprehension,Literature Appreciation,Reading Attitudes,Reading Motivation,Self Efficacy,Reading Achievement,Models

Every year in England, thousands of children leave primary school without the confidence and fluency in reading they need. This has a significant effect on their learning, life chances and engagement with reading, and it also has a long-term economic and social impact. The Read On. Get On. (ROGO) campaign was launched in 2014 to address this challenge and to ensure that every child is reading well by the age of 11. ROGO is a partnership initiative involving the National Literacy Trust, The Reading Agency, Beanstalk, I CAN, BookTrust, the Publishers Association, the Fair Education Alliance, NAHT, TeachFirst, Achievement for All, Harper Collins, SCL and Save the Children. The ambition of the ROGO campaign is that all children will be reading well by the age of 11, by 2025, with &quot;reading well&quot; being defined as achieving level 4b at the end of KS2. With the recent changes in national assessment at age 11, both in what is being assessed and how achievement is expressed (in scale scores, not levels), this definition is now problematic. Discussions within the coalition of how &quot;reading well&quot; ought to be reframed led to a wider debate and redefinition of what the coalition means by &quot;reading.&quot; This paper looks at the proposed broadening of the definition, and its current evidence base. The authors argue that the conceptualisation of reading needs to be much broader and also needs to take into account affective processes and behaviours. This document outlines existing evidence on the relationship between affective processes within the model and reading skill. Evidence supporting a link between reading behaviour components and reading skill are reviewed, and the authors explore how affective processes and reading behaviours are linked. [This report was prepared by the National Literacy Trust on behalf of the ROGO campaign in collaboration with coalition partners: The Reading Agency, Beanstalk, I CAN, BookTrust, the Publishers Association, the Fair Education Alliance, NAHT, TeachFirst, Achievement for All, Harper Collins, SCL, and Save the Children.]
NWEA Guidance on the Creation and Use of Student Learning Objectives (SLOs). Updated. NWEA Research.
Author: NWEA
Date: 2017-11-00
Type: Guides - Non-Classroom
Subjects: Behavioral Objectives,Goal Orientation,Difficulty Level,Outcome Measures,Teacher Evaluation,Teacher Effectiveness,Alignment (Education),Teacher Attitudes,Teacher Participation,Development

This document provides guidance on the research, policies, and practices necessary for appropriate development and implementation of student growth goals, which are often referred to as Student Learning Objectives (SLOs). Over the past few years, federal and state education policies have shifted to require teachers to set SLOs with the intention of strengthening accountability for improving student outcomes. These goals are typically part of a teacher evaluation process that combines a teacher's attainment of SLOs with observations of the teacher's performance. The creation of meaningful SLOs is not a simple endeavor and requires: (1) An understanding of how setting goals can improve teacher performance; (2) A moderate level of assessment literacy for teachers and administrators; (3) A commitment to collaborative discussions between teachers and principals within the SLO-setting process; and (4) A similar level of challenge across all the SLOs created, as well as similarity between the difficulty of SLOs and difficulty of achieving the results determined by other means (e.g., value-added ratings generated with state test data). Research shows that high-quality goals have two defining characteristics: (1) Specificity: how specific the goal is and what the goal is specifying; and (2) Difficulty: a combination of what a teacher's target is and how long the teacher has to achieve it. Based on the existing research, NWEA has three broad recommendations that educators should consider in the development of SLOs: (1) Student learning should be the priority; (2) Teachers and administrators should have adequate assessment knowledge; and (3) Each classroom situation should be treated uniquely while recognizing the need to have similar expectations for all teachers. By implementing this guidance, the SLOs created and used as a portion of a teacher's evaluation will be fairer to teachers, yield overall improvement in teacher performance, and ultimately have a greater likelihood of improving the rate of learning for the teachers' students.
Using Student Assessment Engagement as a Measure of Student SEL and School Engagement
Author: Soland, Jim
Date: 2017-04-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Reaction Time,Guessing (Tests),Self Management,Attention,At Risk Students,Achievement Tests,Grade 6,Grade 7,Grade 8,Grade 9,Secondary School Students,Cultural Relevance

Metadata that are often captured and discarded when students take achievement tests on a computer can transform processes for identifying, monitoring, and supporting students who might benefit from social-emotional learning (SEL) interventions. This submission presents a metric called response-time effort (RTE) that relies on such metadata. The measure uses item response times, or the seconds that elapse between when a question is presented and answered, to identify when students respond to a test question so quickly they could not have understood its content. This behavior is referred to as &quot;rapid guessing.&quot; RTE measures the proportion of items from a test on which a student did not rapidly guess. For example, a student with an RTE of 0.95 rapidly guessed on 5% of the items. The metric is associated with more than a decade of validity evidence supporting its use as a measure of test-taking engagement. As importantly, RTE metrics are scalable. This fall, RTE will be incorporated into standard reports for any student taking NWEA's Measures of Academic Progress (MAP), an interim assessment suite used to measure mathematics, reading, language usage, and science achievement in more than 6,500 U.S. school systems. Recent research conducted in collaboration with Santa Ana Unified School District (SAUSD) shows that RTE is useful as much more than a proxy for test motivation. The study indicates that rapid-guessing behavior is associated with low self-management scores on district administered SEL surveys. This relationship makes intuitive sense. Self-management can be defined as whether students maintain control over their thoughts, behaviors, and emotions. The construct measures whether students perform a collection of observable behaviors like coming to class prepared, following directions, and working independently. Generally, students with low self-management have trouble staying focused and completing tasks. One could imagine that a student who struggles with self-management might also have difficulty maintaining focus during a test.
Patterns of English Language Arts Academic Growth in Middle Grades. Research Brief. Volume 1709
Author: Shneyderman, Aleksandr
Date: 2018-03-00
Type: Reports - Research
Subjects: Middle School Students,Academic Achievement,Language Arts,English Instruction,Student Characteristics,Institutional Characteristics,Middle Schools,Charter Schools,Predictor Variables,Scores,Comparative Analysis,Grade 6,English Language Learners,Gifted,Lunch Programs

This Research Brief investigated differences among schools in the initial student achievement and annual rates of ELA growth in middle grades using a variety of student and school demographic characteristics. It found a statistically significant difference in the initial ELA achievement but not in the annual rates of ELA growth between students in K-8 Centers vs. those in traditional middle schools and between students in traditional vs. charter schools. In addition, the Brief identified schools with relatively high rates of annual ELA growth. These schools may have found some pedagogical approaches that resulted in higher rates of ELA learning. These approaches may deserve a deeper look by the District curriculum staff.
Using FSA ELA Student Achievement Data in Making ESOL Exit Decisions. Research Brief. Volume 1707
Author: Shneyderman, Aleksandr
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: English Language Learners,Language Proficiency,Language Tests,English (Second Language),Second Language Instruction,Definitions,State Standards,Elementary Secondary Education

This Research Brief describes a possible method of operationally defining what constitutes English proficiency for English language learners. In addition, it describes specific results on the English Language Proficiency test that correspond to English proficiency defined in that way. Furthermore, it suggests practical uses for such information.
Summary of 2016-2017 Graduates by Diploma Type. Research Brief. Volume 1704
Author: Gonzalez Hernandez, Vanessa
Date: 2018-01-00
Type: Reports - Research
Subjects: Public Schools,Certification,Advanced Placement Programs,High School Graduates,Curriculum,Credits,Graduation Requirements,Merit Rating,Bilingualism

[Miami-Dade County Public Schools] M-DCPS had 22,447 graduates in the 2016-2017 academic year. Most students, 94%, achieved a standard diploma (24 credits). Some students choose an alternative curriculum where 333 (1%) achieved an Advanced International Certificate of Education (AICE) diploma and 404 (2%) achieved an International Baccalaureate (IB). An additional 474 (2%) students earned an Academically Challenging Curriculum to Enhance Learning (ACCEL) 18 credit diploma. A quarter of graduates (5,617) earned the Superintendent's Diploma of Distinction for outstanding academics and community service. Florida's Scholar and Merit diploma designations were awarded to 4,209 graduates demonstrating academic strength and career industry certification. Over 1,600 students also earned the Florida Seal of Biliteracy, in Gold or Silver, demonstrating mastery of a foreign language.
Student Dropout: Risk Factors, Impact of Prevention Programs, and Effective Strategies. Research Brief. Volume 1708
Author: Blazer, Christie
Date: 2018-02-00
Type: Reports - Research
Subjects: Student Characteristics,At Risk Students,Dropouts,Racial Differences,Socioeconomic Influences,Low Income Students,Disabilities,African American Students,Attendance,Grade Repetition,Dropout Prevention,Program Effectiveness,Program Implementation,Ethnicity,Low Achievement,Family Influence,Educational Environment

This report reviews the characteristics of students who are most likely to drop out of school. Most studies have found that dropping out is related to risk factors in four different domains: individual, academic, family-related, and school-related. Local [Miami-Dade County Public Schools] M-DCPS District data were used to examine certain demographic and academic factors as they relate to student dropout status. The findings corroborate those in the literature, where high dropout rates were found for non-Hispanic Black students, students eligible for free/reduced price lunch, and students with disabilities. Additionally, students who were retained or were chronically absent were also found to be at a higher risk of dropout than their counterparts. Studies in other districts/states conducted on the impact of prevention programs on dropout rates suggest that some programs have a small positive effect on students' dropout rates. Overall, findings indicate that quality of program implementation is often more important than the specific type of program in which students participate. Furthermore, some studies have found that students benefit equally from participation in dropout prevention programs regardless of their gender and ethnicity. Strategies that have been widely accepted as effective components of dropout prevention programs are also summarized in this report.