ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitions of B.C. High School Graduates into B.C. Public Post-Secondary Education. STP Research Results
Author: Heslop, Joanne
Date: 2020-06-25
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Public Colleges,Enrollment,Student Mobility,Differences,Regional Characteristics,School Holding Power,Academic Persistence,Foreign Students,Enrollment Trends,Academic Aspiration,Undergraduate Students,Graduate Students,Student Characteristics,Institutional Characteristics

This newsletter provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of British Columbia (B.C.) grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. This report presents a series of research questions and answers, beginning with brief responses to each question, followed by a more detailed explanation and visual analysis in the Research Results section of the report.
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2016. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2015 manual, see ED609995.]
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2015. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2014 manual, see ED609996.]
New York State Grade 4 Elementary-Level Science Test. Manual for Administrators and Teachers, 2014. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Grade 4,Science Tests,Testing Programs,Testing,Scoring,Guides,Student Evaluation,Testing Accommodations,Performance Based Assessment,Elementary School Science

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests.
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2020. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2019 manual, see ED609998.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2019. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2018 manual, see ED609999.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2018. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2017 manual, see ED610001.]
Mapping Student Needs during COVID-19: An Assessment of Remote Learning Environments
Author: Blagg, Kristin
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,Electronic Learning,School Closing,Barriers,Poverty,Students with Disabilities,Language Usage,Socioeconomic Status,Parents,One Parent Family,Environmental Influences,Access to Computers,Internet,At Risk Persons,English (Second Language),Student Needs

Staff, teachers, and students experienced rapid change as school buildings closed in March 2020 because of the spread of the novel coronavirus, COVID-19. In this brief, we use American Community Survey (ACS) data to highlight different types of challenges to remote learning and point to district and educator strategies that might mitigate harm to students as districts navigate long-term school closures. Although many families will face unique circumstances and obstacles, we focus on six factors in addition to poverty: linguistic isolation, child disability status, parents in vulnerable economic sectors, single parents, crowded conditions, and lack of computer or broadband access. We describe the difficulties each circumstance presents and potential solutions for school districts.
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2017. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2016 manual, see ED610002.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2016. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2015 manual, see ED610003.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2015. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2014 manual, see ED610004.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2014. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests.
Meeting the School-Age Child Care Needs of Working Parents Facing COVID-19 Distance Learning: Policy Options to Consider
Author: Adams, Gina
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Child Care,Employed Parents,School Closing,Distance Education,Electronic Learning,Educational Technology,Low Income Groups,At Risk Persons,Equal Education,Access to Education,After School Programs,Barriers,Cooperative Planning,Leadership Responsibility,Financial Support,Grants,Certification,Training,Technical Assistance,Nutrition,Lunch Programs,Breakfast Programs

As this paper was being written, school systems across the country were increasingly announcing plans for full or partial distance learning to respond to COVID-19, and it seems likely that more school systems may implement these plans should the pandemic surge in the fall or winter. As a result, working parents with school-age children are faced with the challenge of how to ensure that their children are in a safe learning setting while they work--a challenge that is even more daunting for families with low incomes, families who face greater health risks, and families who face inequities in access to educational and health resources as well as employment options. Unfortunately, these challenges are even greater because the pandemic has seriously constrained before- and after-school programs along with the center-based and home-based child care settings that usually provide after-school and child care supports to working parents. This working paper gives an overview of the key issues and challenges facing both parents and after-school programs and child care providers as they try to ensure that school-age children are safe, supervised, and able to engage in quality distance learning while their parents work. It then lists policy strategies that policymakers could implement to better support these families and caregivers. These policy areas include cross-system coordination and collaboration, funding, child care subsidies, 21st Century Community Learning Centers, child care licensing, grants, training and technical assistance, and the Child and Adult Care Food Program.
Efficient Handling of Predictors and Outcomes Having Missing Values
Author: Shin, Yongyun
Date: 2013-00-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Data Analysis,International Assessment,Predictor Variables,Achievement Tests,Secondary School Students,Efficiency

Hierarchical organization of schooling in all nations insures that international large-scale assessment data are multilevel where students are nested within schools and schools are nested within nations. Longitudinal follow-up of these students adds an additional level. Hierarchical or multilevel models are appropriate to analyze such data. A ubiquitous problem, however, is that explanatory as well as outcome variables may be subject to missingness at any of the levels, posing the data analyst with a challenge. This chapter explains how to efficiently analyze a two-level hierarchical linear model given incompletely observed data where students at level 1 are nested within schools at level 2. This social setting may also apply to occasions nested within individuals, students nested within nations, and schools nested within nations. The efficient missing data method we use in this chapter aims to analyze all available data. The &quot;all available data&quot; include children with item as well as unit nonresponse as they belong to a school and a nation having observed data and thus add information to strengthen inferences at higher levels. [This chapter was published in: Rutkowski, L., von Davier, M., &amp; Rutkowski, D. (Eds.), &quot;Handbook of International Large-Scale Assessment: Background, Technical Issues, and Methods of Data Analysis&quot; (pp. 451-479). New York, NY: CRC Press.]
Academic Integrity Policy Development and Revision: A Canadian Perspective (Invited Guest Lecture)
Author: Eaton, Sarah Elaine
Date: 2020-12-30
Type: Reports - Research
Subjects: Integrity,Ethics,Contracts,Cheating,Academic Standards,Educational Policy,Postsecondary Education,Public Colleges,Undergraduate Students,Graduate Students,Policy Formation,Academic Support Services,Foreign Countries

Purpose: The goals of this project are: (1) Identify existing components of academic integrity policies and procedures related to contract cheating; (2) identify gaps in existing academic integrity policies and procedures related to contract cheating; (3) evaluate the policies and procedures against existing standards for post-secondary education policy; (4) compare supports available for undergraduate students and graduate students; and (5) develop and communicate recommendations for policy reform. The research question that informs this study is: How do post-secondary institutions in Canada address contract cheating in their academic integrity policies and related documents? Methods: We used a qualitative policy analysis, using Bretag et al.'s (2011) five core elements (access, approach, responsibility, detail, and support) of exemplary academic integrity policy as a framework for analysis. Policy documents were collected through public websites of publicly funded colleges and universities in Canada (n=67). Results: Policies from post-secondary institutions in five Canadian provinces (British Columbia, Alberta, Saskatchewan, Manitoba, and Ontario) have been analyzed thus far. These include publicly-funded colleges (n=22) (Ontario) and universities (n=45). Results showed that policies lacked consistency and fewer than 5% (n=3) used the term &quot;contract cheating&quot; explicitly. None of the policies could be considered exemplary according to the Bretag et al. (2011) framework. Implications: There is a need for Canadian higher education institutions to improve their academic integrity policies to address contract cheating more explicitly and also to focus on providing more educational supports to students to learn how to uphold academic integrity at their respective institutions.
Outlying Observation Diagnostics in Growth Curve Modeling
Author: Tong, Xin
Date: 2017-00-00
Type: Reports - Research
Subjects: Observation,Models,Statistical Distributions,Monte Carlo Methods,Sample Size,Measurement,Data Analysis,Multivariate Analysis

Growth curve models are widely used for investigating growth and change phenomena. Many studies in social and behavioral sciences have demonstrated that data without any outlying observation are rather an exception, especially for data collected longitudinally. Ignoring the existence of outlying observations may lead to inaccurate or even incorrect statistical inferences. Therefore, it is crucial to identify outlying observations in growth curve modeling. This study comparatively evaluates six methods in outlying observation diagnostics through a Monte Carlo simulation study on a linear growth curve model, by varying factors of sample size, number of measurement occasions, as well as proportion, geometry, and type of outlying observations. It is suggested that the greatest chance of success in detecting outlying observations comes from use of multiple methods, comparing their results and making a decision based on research purposes. A real data analysis example is also provided to illustrate the application of the six outlying observation diagnostic methods. [This paper was published in &quot;Multivariate Behavioral Research&quot; v52 n6 p768-788 2017.]