ethanporcaro/eric-fulltext-meta huggingface dataset:
End-of-Course Exams: A Growing Trend in High School-Level Assessments. The Progress of Education Reform. Volume 11, Number 2
Author: Education Commission of the States
Date: 2010-04-00
Type: Information Analyses
Subjects: High Schools,High School Graduates,Exit Examinations,Graduation Requirements,Educational Change,Careers,Readiness,College Preparation,Difficulty Level,Educational Research,Best Practices,Alignment (Education),Gender Differences,Racial Differences,Tables (Data),Student Evaluation,Measures (Individuals),Academic Achievement

In recent years, criticism of high school graduates' lack of readiness for college and work has led a number of states to raise high school graduation requirements--particularly in terms of the number and rigor of courses students must pass. This issue of &quot;The Progress of Education Reform&quot; addresses end-of-course assessments at the high school level. It addresses the following questions: (1) What are end-of-course exams (EOCs), and how do they differ from the assessments many states have been administering to date?; (2) Why the trend toward EOCs?; (3) How many states administer EOCs?; (4) For what purposes are these assessments used, including: (a) Are these tests aligned with &quot;college-ready&quot; indicators?; and (b) Are they used as exit exams?; (5) What has been the impact on students of the transition to end-of-course assessments? What does the research say?; and (6) Are there &quot;best practices&quot; other states can learn from? A list of ECS resources is included. (Contains 23 endnotes.)
A Growing Population. The Progress of Education Reform. Volume 9, Number 6
Author: Piscatelli, Jennifer
Date: 2008-11-00
Type: Collected Works - Serial
Subjects: Public Schools,Educational Attainment,Educational Change,Hispanic American Students,Enrollment,English (Second Language),Academic Achievement,School Role,Achievement Gap,Higher Education,College Preparation,Readiness,High School Graduates,Best Practices,Partnerships in Education

From 1990 to 2006, the number of Hispanic students in U.S. public schools nearly doubled, accounting for 60% of the total growth in public school enrollment. Approximately 10 million Hispanic students are enrolled in the public K-12 system, comprising nearly one-fifth of public school students in the United States. This issue of &quot;The Progress of Education Reform&quot; looks at three recent research studies on academic success for Hispanic students and offers insights on strategies that show promise in promoting greater educational attainment for Hispanic students. A list of ECS resources is included. (Contains 6 endnotes.)
International Benchmarking. The Progress of Education Reform. Volume 10, Number 2
Author: Thompson, Barbara
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,Benchmarking,Comparative Education,Grade 4,Grade 8,Education Work Relationship,Accountability,Mathematics Achievement,Science Achievement,Mathematics Education,Science Education

Teaching and assessing both content and 21st century skills are critical for student academic success and success in the workplace. In the &quot;Highlights from TIMSS 2007&quot; report, released in December of 2008 by the National Center for Education Statistics, Institute of Education Sciences, data shows that while 4th- and 8th-grade students in the United States have made some gains in math since 1995, students in other countries have made much higher gains in comparison. The size of the gap in math scores between the United States and some other countries is cause for concern. Benchmarking to world class standards can result in gains. For example, Massachusetts and Minnesota students have worked to benchmark their mathematics standards to international standards or higher rigor. This issue of &quot;The Progress of Education Reform&quot; discusses the following: (1) the innovative ways states are making progress; (2) the rationale for improving state assessments; and (3) resources for benchmarking to international standards. (Contains 14 endnotes.)
Investing in College Completion. The Progress of Education Reform. Volume 11, Number 4
Author: Education Commission of the States
Date: 2010-08-00
Type: Collected Works - Serial
Subjects: Expenditures,Higher Education,Community Colleges,Academic Persistence,Educational Change,Paying for College,Resource Allocation,Graduation Rate,College Students,Educational Finance,Student Personnel Services,College Preparation,Economics,Cost Effectiveness,Policy Analysis,Educational Research,Educational Development,Educational Policy,Educational Improvement,Educational Practices,Educational Resources

This issue of "The Progress of Education Reform" summarizes recent research that may challenge conventional wisdom on how and where public resources for postsecondary education should be dedicated in an effort to increase college completion rates. Questions to be examined include: (1) How did changes in enrollments and the allocation of resources result in declining college completion rates in the United States?; (2) Do shifting enrollments to community colleges save money in the long run?; and (3) Can investments in student services rather than instruction increase college completion? The papers featured in this issue include: (1) Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources (John Bound, Michael Lovenheim and Sarah Turner); (2) Using the Community College to Control College Costs: How Much Cheaper Is It? (Richard M. Romano and Yenni M. Djajalaksana); and (3) Do Expenditures Other Than Instructional Expenditures Affect Graduation and Persistence Rates in American Higher Education? (Douglas A. Webber and Ronald G. Ehrenberg). A list of ECS resources is included.
Transfer and Articulation. The Progress of Education Reform. Volume 10, Number 5
Author: Education Commission of the States
Date: 2009-10-00
Type: Collected Works - Serial
Subjects: Articulation (Education),Educational Change,Transfer Students,College Transfer Students,Community Colleges,Two Year Colleges,Higher Education,Academic Achievement,Time to Degree,College Students,Intellectual Disciplines,Transfer Rates (College),Comparative Analysis,High School Graduates

This issue of &quot;The Progress of Education Reform&quot; will look at recent research on transfer and articulation in light of the new movement to increase degree attainment by addressing the following three questions: (1) Do articulation agreements ease the transfer process and lead to degree attainment; (2) what are the factors that facilitate or impede transfer; and (3) how can four-year, baccalaureate-degree-granting institutions ensure that transfer students succeed? This issue focuses on: (1) research on the effectiveness of transfer and articulation   policies; (2) factors that negatively impact successful transfer from a two-year to four-year institution; and (3) strategies that smooth the transition for community college students into bachelor's degree programs. A list of ECS resources is included.
Service-Learning: Why It Matters. The Progress of Education Reform. Volume 10, Number 6
Author: Education Commission of the States
Date: 2009-12-00
Type: Collected Works - Serial
Subjects: Educational Change,Service Learning,Academic Achievement,Citizen Participation,Educational Benefits,Dropout Prevention,High School Students,School Districts,Voting,Volunteers,Prediction,Democracy

The term service-learning is used frequently these days, but confusion remains as to what it is and why it matters. More importantly, are there any measurable benefits? This issue of &quot;The Progress of Education Reform&quot; looks at four research studies that explore the impact of service-learning on student achievement and civic engagement. A list of ECS resources is included. (Contains 3 endnotes.)
Community College Success: Is It a Path to Opportunity? The Progress of Education Reform. Volume 9, Number 5
Author: Vandal, Bruce
Date: 2008-09-00
Type: Collected Works - Serial
Subjects: Community Colleges,Educational Attainment,Global Approach,Educational Change,Two Year Colleges,College Students,Academic Achievement,Higher Education,Postsecondary Education,Bachelors Degrees,Stopouts,Cultural Capital,Transfer Students,Associate Degrees,Social Capital,First Generation College Students

As a growing percentage of future high school graduates come from communities that have been traditionally underserved by higher education, and more jobs will require some level of postsecondary education, community colleges will be an increasingly important asset for communities that are struggling to meet the demands of a rapidly changing, global economy. This issue of &quot;Progress of Education Reform&quot; looks at the latest research on student success in community colleges and offers insights on the strategies that show the most promise in promoting greater educational attainment for community college students. A list of ECS resources is included. (Contains 2 endnotes.)
Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Statistics in Brief. NCES 2010-016
Author: Walston, Jill
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Algebra,Grade 8,Enrollment,Comparative Analysis,Grade 5,Mathematics Achievement,Mathematics Education,Student Characteristics,Family Characteristics,Institutional Characteristics,Student Attitudes,Gender Differences,Racial Differences,Academic Aspiration

This Brief is intended to provide descriptive statistics about various aspects of algebra enrollment in the eighth grade. The first analyses describe who is taking algebra in the eighth grade; findings compare eighth-grade course enrollment percentages for students with different demographic, family, geographic, and school characteristics (table 1). The second set of findings looks at eighth-grade algebra enrollment levels in the schools and reports the percentage of students who attend schools with relatively low, medium, and high levels of eighth-grade algebra enrollment by demographic, family, geographic, and school characteristics (table 2). The next set of findings incorporates data collected at the end of fifth grade. Enrollment in algebra or higher is compared by varying levels of fifth-grade mathematics achievement (figure 1), and among students with relatively strong fifth-grade mathematics scores, enrollment is compared by sex and race/ethnicity (figure 2). Enrollment in algebra or higher in eighth grade is also compared for students with varying views about mathematics as self-reported in the fifth grade (figure 3). The final set of findings describe mathematics achievement scores and other student measures from the end of eighth grade for students not yet in algebra and those in algebra or higher. First, the eighth-grade mathematics scores for those in algebra by the eighth grade and those not yet in algebra are broken down by demographic, family, geographic, and school characteristics (table 3), and by fifth-grade mathematics score quintiles (figure 4). Findings are then presented that look at student-reported enjoyment of mathematics (figure 5) and future educational expectations (figure 6) by course enrollment. Standard Error Tables is appended. (Contains 6 tables, 6 figures and 18 footnotes.)
Comparisons across Time of the Outcomes of Youth with Disabilities up to 4 Years after High School. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). NCSER 2010-3008
Author: Newman, Lynn
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Young Adults,Postsecondary Education,Employment,Independent Living,Parents,Marriage,Money Management,Citizen Participation,Crime,Longitudinal Studies,Comparative Analysis,High School Graduates,Dropouts,Income,Sex,Whites,African Americans,Hispanic Americans,Wages,Fringe Benefits,Enrollment,Educational Experience,Employment Level,Employment Experience,Work Environment,Job Satisfaction

In an effort to document the secondary school experiences and postsecondary outcomes of students with disabilities over the last two decades, the U.S. Department of Education (ED) sponsored two longitudinal research studies 15 years apart. The first study, the National Longitudinal Transition Study (NLTS) generated nationally representative information about secondary-school-age youth who were receiving special education services in 1985. To assess the status of youth with disabilities in the early 21st century, ED commissioned the National Longitudinal Transition Study-2 (NLTS2) to generate nationally representative information about secondary-school-age youth who were receiving special education services in 2000. NLTS2 addresses many of the same issues as NLTS, but extends its scope. This report focuses on the subset of youth represented in NLTS and NLTS2 who had been out of high school up to 4 years. Appendices include: (1) NLTS and NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analyses. (Contains 46 tables, 20 figures and 75 footnotes.)
Study of Teacher Preparation in Early Reading Instruction. NCEE 2010-4036
Author: Salinger, Terry
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Student Characteristics,Beginning Reading,Reading Instruction,School Surveys,Student Surveys,Reading Comprehension,Reading Fluency,Phonemic Awareness,Phonics,Vocabulary,College Outcomes Assessment,Institutional Characteristics,Education Courses,Field Experience Programs,Student Attitudes,Preservice Teachers

A component of the &quot;No Child Left Behind&quot; Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education agencies so that they can in turn base their early reading instruction on scientific research and focus on five &quot;essential components&quot; of early reading instruction, as defined by the legislation and informed by the National Reading Panel: (1) phonemic awareness; (2) phonics; (3) vocabulary development; (4) reading fluency, particularly oral reading skills; and (5) reading comprehension strategies. This report responds to a congressional mandate in the Reading First legislation for &quot;a measurement of how well students preparing to enter the teaching profession are prepared to teach the essential components of reading instruction&quot; (No Child Left Behind Act, 2001, Section 1205(c)(8)). The study plan included a survey about teacher education programs and an assessment of pre-service teachers' knowledge about the essential components of early reading instruction. Appended are: (1) Pre-Service Teacher Program Survey; (2) Program Survey Variables and Assessment Items; (3) Program Survey and Knowledge Assessment Pilot Testing; (4) Recruitment; (5) Demographic Information Gathered through Program Survey; (6) Data Cleaning Procedures; (7) Psychometric Analysis of the Program Survey Scales Measuring Coursework Emphasis on, Filed Experience Exposure to, and Feelings of Preparedness to Teach the Essential Components; (8) Descriptive Statistics for Program Survey Items; (9) Knowledge Assessment Scoring, Scale, Distractor, and Forms Analysis; (10) Knowledge Assessment Means Tables; (11) Hierarchical Linear Model Used to Answer the Primary and Secondary Research Questions; and (12) Administration of The Knowledge Assessment to Experts and Novices. (Contains 58 tables, 12 figures and 48 footnotes.) [This report was prepared for the Institute of Education Sciences under Contract No. ED-04-CO-0062/0001.]
Student Loans: Federal Web-Based Tool on Private Loans Would Pose Implementation Challenges and May Be Unnecessary. Report to Congressional Committees. GAO-10-990
Author: Scott, George A.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Federal Government,Internet,Student Financial Aid,Federal Legislation,Access to Information,Web Sites,Federal Aid,Credit (Finance),Private Financial Support,Eligibility,Loan Repayment,College Students

In this report, the author and his colleagues respond to a mandate in the Higher Education Opportunity Act requiring GAO (Government Accountability Office) to study the feasibility of developing a national clearinghouse of federal and private student loans on the Department of Education's (Education) Web site. They addressed the following questions: (1) What are some options for establishing a tool on Education's Web site that provides real-time information on federal and private student loans, and what is the perceived need for such a tool?; and (2) What challenges would Education need to address in implementing such a tool? In summary, they found: (1) Education has a range of options for providing prospective borrowers with a Web-based tool containing real-time information--such as interest rates and loan terms--on federal and private student loans, but such a tool may be unnecessary. Providing information on private student loans also may not align with Education's role in administering and promoting federal student aid; and (2) To implement such a tool, Education would have to address several challenges--including securing a high rate of lender participation and ensuring completeness, accuracy, and objectivity of information presented--to avoid the appearance of bias or endorsement. Furthermore, minimizing costs to the federal government would be challenging because developing a tool would require a considerable investment, and many stakeholders ruled out a system funded by lenders. Appended are: (1) Briefing Slides; (2) Comments from the Department of Education; and (3) GAO Contact and Staff Acknowledgments. (Contains 2 footnotes.)
Outlook. Number 358
Author: Council for American Private Education
Date: 2010-10-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Accountability,Urban Schools,Scholarships,Neighborhoods,Catholic Schools,Educational Improvement,School Effectiveness,Educational Legislation,Federal Legislation,Institutional Autonomy

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Education Secretary Meets with Private School Leaders; (2) &quot;Waiting for Superman&quot; Sparks National Debate; (3) Neighborhood Anchors; and (4) CAPE Notes.
Longitudinal Surveys of Australian Youth (LSAY): 2003 Cohort Wave 7 (2009)--Frequency Tables. Technical Report 57B
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Longitudinal Studies,Youth,Employment,Higher Education,Vocational Education,Student Attitudes,Work Attitudes,Questionnaires,Education Work Relationship,Salaries,Problem Solving,Educational Attitudes,Housing,Health,Income,Job Skills,Job Search Methods

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 2003 cohort Wave 7 (2009) data set. [For the related questionnaire, see ED512164.]
Longitudinal Surveys of Australian Youth (LSAY) 2003 Cohort: Wave 7 (2009)--Questionnaire. Technical Report 57A
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Education Work Relationship,Educational Attitudes,Student Attitudes,Work Attitudes,Longitudinal Studies,Youth,Foreign Countries,Employment,Higher Education,Questionnaires,Salaries,Vocational Education

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 2003 cohort Wave 7 (2009) data set. [For the related frequency tables, see ED512163.]
The Professional Identity of English Teachers in the Secondary School
Author: Findlay, Kate
Date: 2010-09-00
Type: Reports - Research
Subjects: National Curriculum,Creativity,Literacy,English Teachers,English Instruction,Teaching Methods,Foreign Countries,Student Evaluation,Teacher Attitudes,Professional Autonomy,Grammar,Literature Appreciation,Technology Uses in Education,Interviews,Secondary Education,Secondary School Students,Secondary School Teachers,Multimedia Materials,Professional Personnel,Identification,Self Concept,Teaching (Occupation)

The paper reports on a research study investigating the professional identity of English teachers in the secondary school in the UK, and the effects of their subject philosophies and their conceptions of learning on their teaching. The various and often competing definitions of the subject have a long history, and a number of factors have been brought to bear on the development of English teachers' identities, beliefs and practices. The research is being undertaken at a time when English has been subject to a decade of government initiatives to raise the profile of literacy teaching in English, starting with the Key Stage 3 Strategy and Framework for Teaching English in 2001, followed by the Secondary National Strategy in 2003. The external pressure to meet quantifiable targets with the Key Stage 3 National Curriculum tests and the imperatives of the Literacy Strategy have been seen by many in the profession as diminishing their autonomy, and undermining their teaching. A focus on functional literacy has been criticised for the detrimental effect it has on students' creativity and enjoyment of Literature. The teaching of grammar is a further topic that has been highly contested, whether it is enabling for students, or a policing of language that stifles creativity. The decade has also seen the development of new technologies, particularly interactive multimedia and the internet, which have the potential to change teaching practices and what counts as knowledge in English. With the relaxation in prescription and the demise of the Key Stage 3 National Curriculum tests, English teachers have reclaimed some of the professional agenda. The paper reports on interviews with contemporary English teachers to identify the influences that have been brought to bear on the development of their professional identities, and to locate their beliefs about the subject and how it should be taught in the light of the current state of the subject.
A Study to Investigate the Opinions of Instructors on Mobile Learning
Author: Cavus, Nadire
Date: 2010-05-00
Type: Reports - Research
Subjects: Electronic Learning,Foreign Countries,Educational Technology,Teaching Methods,Teacher Attitudes,Handheld Devices,College Faculty,Teacher Surveys,Questionnaires,Technology Integration

The purpose of this study is to find out the opinions of instructors on mobile learning. This study has been carried out at the Near East University, Faculty of Economics and Administrative Sciences, during the Fall 2009 semester. Participants in this study consisted of 40 instructors. In the research, in addition to the information obtained through literature search, a survey was carried out to learn the opinions of teachers on mobile learning. Data were collected using a questionnaire. After that SPSS 16.0 was used to analyze and interpret the collected data. Anova, frequency, paired sampled t-test and percentage methods were used during the analysis process. The results of the study indicate that it is very important for the instructors, who are the key players in education, to follow the recent advances in the field of mobile technologies very closely, and if necessary use mobile learning techniques in their own teaching. (Contains 3 tables and 1 figure.)