ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Multiple Intelligences and Participation Rate in Extracurricular Activities of Students from a Catholic Education Institution
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Multiple Intelligences,Student Participation,College Students,Religious Colleges,Catholics,Extracurricular Activities,Clubs,Athletics,Visual Perception,Spatial Ability

Multiple intelligences and extracurricular activities are two variables that may affect a student's academic and non-academic performance in school. This study aimed at describing and finding the relationship between multiple intelligences and participation rates in extracurricular activities of students from a Catholic educational institution. The study also used a descriptive-correlational design. For the respondents, the study randomly selected a sample of 200 students studying within the academic year of 2017-2018 from a Catholic educational institution. For the instrument, this study adapted the Multiple Intelligence Survey developed by Chislett and Chapman (2006) and Extracurricular Activities Survey by Kelley (2012). The study analyzed and treated statistically the collected data using rank and Spearman Rho with the help of SPSS 20. The findings revealed that visual intelligence emerged as the top-ranked multiple intelligences. Dance/ sports club emerged as the top extracurricular activities took part by most of the students. Also, there was no statistical evidence of the relationship between the multiple intelligences and participation rate to extracurricular activities of the students. Based on the result, the researchers provided pertinent recommendations for teachers, students, and the institution.
U.S. Department of Education FY 2020 Annual Performance Report
Author: Department of Education (ED)
Date: 2021-01-15
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Educational Planning,Institutional Mission,Elementary Secondary Education,Postsecondary Education,Data Use,Accountability,Organizational Objectives,Academic Freedom,Federal Aid,Student Financial Aid,Loan Repayment,Compliance (Legal),Administrative Organization,Organizational Change,Program Evaluation,Performance Based Assessment,Evidence Based Practice,Information Management,Privacy,Access to Information,Computer Security

As a precursor to this annual report, in February 2018, the Department issued its &quot;U.S. Department of Education Strategic Plan for Fiscal Years [FY] 2018-22&quot; (&quot;Strategic Plan&quot;) (see ED586968). The &quot;Strategic Plan&quot; establishes four broad, overarching goals--one goal each in the areas of K-12 education, postsecondary education and training, data quality and accessibility, and the effectiveness and accountability of the Department. Each goal, in turn, has within it separate strategic objectives that state a specific manner in which the Department will accomplish the goal. This year's annual report, the &quot;FY 2020 Annual Performance Report,&quot; summarizes the results of the Department's third year executing its &quot;Strategic Plan.&quot; As shown in this report, the Department made significant strides on several fronts--proposing a new initiative to promote education freedom for students and families, encouraging students and families to rethink the traditional American education model to consider a variety of postsecondary options, modernizing Federal Student Aid's (FSA's) infrastructure to improve the ways FSA connects with students throughout their time in higher education and throughout the full life of their student loan payments, helping states and school districts comply with recent federal laws, making the Department's data more transparent and available for the public, and reorganizing the Department to make its corporate structure more efficient to better respond to current needs. Using the standards it set for itself--that is, the set of 54 measures with annual targets that gauge the Department's performance in FY 2020, the Department met its targets for 37 measures (68.5 percent). The Department did not meet its targets for 17 of the 54 measures (31.5 percent). Accomplishing the goals of the Strategic Plan is about much more than meeting targets for measures, encompassing a wide array of activities. This report discusses the accomplishments of the Department during FY 2020 as well as the challenges encountered. [For the &quot;U.S. Department of Education FY 2019 Annual Performance Report and FY 2021 Annual Performance Plan,&quot; see ED607892.]
Academic Productivity and Well-Being of Students: The Effects of Seasonal Weather Change on South Carolina&apos;s High Schoolers
Author: Salata, Sydney
Date: 2021-05-19
Type: Reports - Research
Subjects: Productivity,Well Being,Weather,High School Students,Depression (Psychology),Mental Health,Psychological Patterns

Symptoms aligned with Seasonal Affective Disorder negatively impact the academic productivity and well-being of students. Previous research on college aged students, elementary students, and laborers in the workplace provide evidence that spring time changes and weather contribute to greater feelings of productivity for these groups. Through the use of surveys and case-studies, this body of knowledge led to the application of this study on the impact(s) of seasonal weather change on high school students in South Carolina. A mixed-method relational study was conducted utilizing surveys to collect qualitative and quantitative data on this topic. Aligning with what was previously discovered on different age groups, high school students feel most productive during the spring semester - in terms of their school work - and least productive in the winter months. Additionally, broad seasonal weather changes impact the academic well-being indicated by students more so than daily weather fluctuations. These results beg the question of whether or not the school calendar should be rearranged so as to align better with the most productive season(s) for high school students.
Exploring the Foundations of Academic Integrity in Canadian Higher Education
Author: Eaton, Sarah Elaine
Date: 2021-05-30
Type: Speeches/Meeting Papers
Subjects: Integrity,Ethics,Higher Education,Educational History,Comparative Education,Cheating,Educational Policy,Educational Practices,Compliance (Psychology),Cultural Relevance,COVID-19,Pandemics,Canada Natives,Foreign Countries

Purpose: In this study I explore the historical development of academic integrity in Canadian higher education. Theory and method: Framed within the theory of historical agency, applied at a macro rather than an individual level, I analyze a variety of sources to show how the development of student conduct (and its management) in Canada have developed differently than in the United States, highlighting the American phenomenon of &quot;honor codes&quot; as being a key difference between the two countries. Results: I illustrate how scholars have identified different periods of higher education history in the U.S. and Canada, exploring why these historical trajectories have led to differences in policy and practice as related to student academic (mis)conduct. Implications: To conclude, I link this historical inquiry to present challenges associated with academic misconduct during the COVID-19 coronavirus pandemic, cautioning that calls for Canadian institutions to develop honor codes such as those used in the United States may be ill-informed and ineffective. Supplementary materials: 16 Figures; 31 References Peer review: This presentation underwent blind peer review prior to its acceptance for presentation at this conference.
The Importance of Grammar
Author: Rossiter, Andrew
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Grammar,Language Skills,Spelling,Social Mobility,Communication Skills,Inclusion,English Instruction,English (Second Language),Second Language Instruction,Language Usage

It is sometimes claimed that teaching grammar is elitist. This article contends that in actual fact, far from being elitist, grammar is a vital ingredient in the English language teaching mix. Since the Chomskyan revolution in linguistics there has been a school of thought in the English speaking world that the formal teaching of grammar is unnecessary or even elitist. The author argues that in reality it is not the teaching of grammar, but the failure to do so, that is elitist. Among learners there will always be those, the linguistically brightest or most literate, who will master a language without needing to learn any grammar; for the majority of learners however, whether learning English as a native language or a second language, the essential rules of grammar constitute a vital framework without which language acquisition will be harder and slower than it need be. Ensuring that all learners master the norms of grammar and spelling is not only a prerequisite for reaching full literacy across society; it also encourages social cohesion and social mobility. When grammar and communication skills are mastered only by an elite, society will be more divided, based on literacy skills, and social mobility will be harder. A society in which a common language with its common norms is shared by all is intrinsically more inclusive and less divisive than one in which different groups of people have significantly different approaches to a common language or indeed are excluded from the mainstream by poor mastery of the/a common language. Part of the problem with &quot;grammar&quot; is that as a field of study it has often become equated with linguistic analysis; but pedagogical grammar and linguistic analysis are two different things. The teaching of grammar should concentrate on the essential rules and conventions that govern the everyday use of a language, thus helping learners to improve their literacy skills; linguistic analysis involves a critical assessment of the grammar rules that others have used or flouted, and is as likely to confuse average learners as it is to help them.
Washington State K-12 Learning Standards for Social Studies
Author: Washington Office of Superintendent of Public Instruction
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Social Studies,Academic Standards,State Standards,College Readiness,Career Readiness,Citizen Participation,Elementary Schools,Middle Schools,High Schools,Civics,Economics,History,Geography

These revised Social Studies standards align with the College, Career, and Civic Readiness (C3) standards developed in partnership with the National Council for the Social Studies. In addition, the current version of the Learning Standards incorporates the Common Core State Standards and other revisions recommended by Washington's statewide cadre of K-12 social studies teachers. Created by Washington Social Studies teacher leaders, administrators, content experts, civic organizations, and stakeholder groups, these standards reflect the breadth and depth of Social Studies content. Perhaps the most important revision to the Social Studies standards is the movement of Social Studies skills to the forefront. While the former standards (revised in 2008) contained a skills section, the new standards recognize that the ability to understand and apply reasoning skills; apply research; deliberate, form, and evaluate positions are important skills not only for Social Studies, but for success in any discipline. Standards include: (1) Elementary School Standards by Discipline (Grades K-5); (2) Middle School Standards by Discipline (Grades 6-8); and (3) High School Standards by Discipline (Grades 9-12). [Cover title varies: &quot;Social Studies Learning Standards.&quot;]
Technical College Students and Intergenerational Poverty: Odds of and Time to Graduation. Issue Brief
Author: Barrus, Zachary
Date: 2020-12-00
Type: Reports - Research
Subjects: Vocational Education,Educational Certificates,Vocational Schools,Postsecondary Education,Access to Education,Disproportionate Representation,At Risk Students,Probability,Time to Degree,Poverty,College Students,Welfare Services,Socioeconomic Status,Graduation,Adult Students,Racial Differences,Ethnicity,Gender Differences,Age Differences

Utah's public technical colleges offer vocational certificate programs at a low cost to students, as required by statute. Certificates are accredited by the Council on Occupational Education and provide students with competencies necessary for entry into gainful employment. The ability of students to attain marketable skills at a low cost and in a short time has long made the technical colleges valuable partners to the Department of Workforce Services as it assists clients in becoming self-sufficient. If students already have prior skills required of graduates, they can demonstrate those competencies and skip redundant training modules. Since technical college tuition is based on hours enrolled, quickly progressing through a curriculum and skipping already-mastered subject material can save students significant amounts of money. However, quickly passing off program requirements to thereby save in tuition may not be an option for economically disadvantaged students. Utah's technical colleges have not previously analyzed time to graduation stratified by socioeconomic status, and thus have no insight whether economically distressed individuals avail themselves of competency demonstrations (required to skip already mastered competencies) to the extent that wealthier students might. In the present treatise, researchers utilize survival analysis to examine students' required time to graduation stratified by three groups: (1) students experiencing intergenerational poverty (IGP); (2) students who are receiving public assistance but who are not experiencing IGP; and (3) comparable students who are not receiving public assistance. Kaplan-Meier failure functions and median times to graduation are analyzed. Cox proportional hazards models are further employed to show the relationship between one's socioeconomic status and his or her odds of graduating while controlling for other important factors. Various analyses herein point to the same conclusion: that the time to and odds of graduation from a technical college are significantly longer and lower, respectively, for students currently receiving public assistance than for those who are not. That disparity is even wider when considering students affected by intergenerational poverty.
2021 Washington Transfer Associate Degree Effectiveness Update
Author: Wootan, Gail
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Associate Degrees,Equal Education,African American Students,American Indian Students,Minority Group Students,Bachelors Degrees,Educational Attainment,Transfer Programs,Program Effectiveness,College Graduates,COVID-19,Pandemics,Educational Improvement,College Credits,Majors (Students),Public Colleges

This report is an update to the Washington Student Achievement Council's (WSAC) 2019 Transfer Report (see ED606179). WSAC submits a biennial progress report to the Washington state legislature that examines transfer associate degree effectiveness over time. As recommended by the 2019 report, this update is the first step toward applying an equity lens to transfer degree data. Its primary focus is on outcomes for Black, Indigenous, and People of Color (BIPOC) students. Highlights include: (1) Washington's transfer degrees support some students, but not all, in their journey toward a bachelor's degree; (2) Washington's transfer degree in business is a good example of an effective transfer degree; (3) More equity-based, longitudinal analysis is needed to understand the full transfer landscape; (4) The COVID-19 pandemic could negatively affect the transfer degree pipeline for Washington's BIPOC students for years to come; and (5) There is more work to be done, and Washington's strong transfer partnerships can get them there.
2019-20 Early Literacy Report
Author: Utah State Board of Education
Date: 2020-01-11
Type: Numerical/Quantitative Data
Subjects: Emergent Literacy,Reading Programs,Reading Instruction,Reading Improvement,Intervention,Benchmarking,Primary Education,Progress Monitoring,Reading Tests,At Risk Students,Students with Disabilities,English Language Learners,Low Income Students,Minority Group Students,Program Effectiveness

The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks. Districts and charter schools (LEAs) assess, and report to the state, students' reading composites and benchmarks three (3) times a year using the Acadience Reading (formerly DIBELS) assessment. The results of those assessments are reported in this report. The Utah State Board of Education (USBE) uses a Statewide Student Identifier (SSID) to accurately track each student. This allows for analysis of the short- and long-term effects of instruction. End of year assessments were not completed in SY 2020 due to the COVID-19 Pandemic soft school closures. As such, many of the charts in this report have been changed to show middle of year rather than end of year test results. Care should be taken in comparing previous year reports with the SY 2020 report. Pathways of Progress data is available as a measure of growth from beginning of year to middle of year, or from beginning of year to end of year. The Pathways of Progress data that is used for accountability and is normally included in this report is the change from beginning to end of year. Middle of year Pathways of Progress is included in this report on 2020 early literacy outcomes, but should not be compared with End of Year Pathways of Progress data included in accountability and previous reports. Chronic Absence was likely under identified in SY 2020 due to the COVID-19 pandemic soft school closures. This report presents: (1) Early Literacy Program; (2) Reading Benchmarks by Grade Level; (3) Reading Benchmarks over Time; (4) Pathways of Progress; and (5) Reading Benchmark by LEA. [For &quot;2018-19 Early Literacy Report,&quot; see ED606102.]
Reauthorizing the Higher Education Act: Financial Aid Simplification and Transparency. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, Second Session on Examining Reauthorizing the Higher Education Act, Focusing on Financial Aid Simplification and Transparency (January 18, 2018). Senate Hearing 115-725
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Student Financial Aid,Paying for College,Student Loan Programs,Loan Repayment,Federal Aid,Grants,College Students

This hearing of the Committee on Health, Education, Labor, and Pensions focuses on reauthorizing the Higher Education Act through financial aid simplification and transparency. The following committee members presented opening statements: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, Committee on Health, Education, Labor, and Pensions. The following witnesses presented: (1) Laura Keane, Chief Policy Officer, uAspire, Philadelphia, Pennsylvania: Prepared statement; Appendix A: Award Letter; Appendix B: Award Letter Format Cases; and Summary statement; (2) Russell Lowery-Hart, President, Amarillo College, Amarillo, Texas: Prepared statement; and Summary statement; (3) Joanna Darcus, Massachusetts Legal Assistance Corporation, Racial Justice Fellow, National Consumer Law Center, Boston, Massachusetts: Prepared statement; and Summary statement; (4) Matthew Chingos, Director, Education Policy Program, Urban Institute, Washington, DC: Prepared statement; and Summary statement; and (5) Susan Dynarski, Professor of Public Policy, Education and Economics, University of Michigan, Ann Arbor, Michigan: Prepared statement. Additional Materials for the Record: (1) Laura Keane: Addendum to Testimony; and &quot;A Court Recorder's Response to the HELP Hearing on Financial Aid&quot;; (2) Higher Education Loan Coalition, Prepared Statement; and (3) uAspire, &quot;Award Letter Checklist: Critical Terms, Calculations, and Formatting Practices for Every Financial Aid Offer.&quot;
Washington&apos;s Skilled and Educated Workforce, 2019-20: An Analysis of Postsecondary Education, Workforce Preparation, and Employer Demand in Washington
Author: Washington Student Achievement Council
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Employment Patterns,Skilled Occupations,Skilled Workers,Labor Force,Labor Force Development,Job Skills,Postsecondary Education,Demand Occupations,Supply and Demand,Employment Opportunities,Education Work Relationship,Labor Needs,Academic Degrees,Educational Attainment,Wages,Unemployment,STEM Education,COVID-19,Pandemics,Teaching (Occupation),Health Occupations

Washington employment projections continue to show strong demand for workers with postsecondary education. Nearly 70 percent of all projected job openings require at least some education beyond high school, with two-thirds requiring midlevel education or higher. As businesses, industries, and workplaces become increasingly complex, employers need workers with skills and education that allow them to adapt and excel in evolving environments. This report has three primary purposes: (1) to provide an overview of the current status of workforce preparation in Washington, (2) to identify high employer demand occupations, as well as fields in which academic degree production may be failing to keep pace with demand, and (3) to highlight occupation fields in which students may find expanding employment opportunities. This report focuses on projected workforce needs for the period from 2022 to 2027. [This report was co-produced by Washington State Board for Community and Technical Colleges.]
The Digital Divide: Examining High-Speed Internet and Computer Access for Washington Students. Education Insights
Author: Kwakye, Isaac
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Disadvantaged,Access to Computers,Access to Education,Equal Education,Internet,Handheld Devices,Laptop Computers,Racial Differences,Family Income,Geographic Regions,Rural Areas,Low Income Students,Minority Group Students,Disproportionate Representation,Elementary Secondary Education,Postsecondary Education,Distance Education,COVID-19,Pandemics,National Surveys

The widespread shift to remote learning during the COVID-19 pandemic has amplified the need for digital technology at home. Students without adequate internet and computer access have experienced challenges participating in remote learning. This report presents information and insights about the digital divide for students in Washington. Although Washington generally has higher rates of digital access for students than the national average, there are significant disparities for some student sub-groups when examining the data by race, household income, and geographic region. In general, students of color, students with lower household incomes, and students living in more rural areas have lower rates of access to digital tools at home. Federal and state measures to help provide access to the internet and devices for remote learning during the pandemic provided necessary assistance to students and likely increased digital access for many households in Washington. Ensuring students have access to high-speed internet and have adequate devices at home should continue to be a priority, even as they return to in-person learning. Closing the digital divide may be a critical step to opening educational opportunities and social and economic wellbeing for all Washington residents.