ethanporcaro/eric-fulltext-meta huggingface dataset:
School Segregation by Race and Ethnicity in the D.C. Metro Area. Research Brief
Author: Di Carlo, Matthew
Date: 2019-10-00
Type: Reports - Research
Subjects: School Segregation,Racial Segregation,Minority Group Students,Ethnicity,Urban Schools,Metropolitan Areas,Incidence,School Desegregation,Race

In this research brief, we describe and decompose school segregation by race and ethnicity in the Washington, D.C., metropolitan area, in which we include: the District of Columbia; Alexandria, Arlington, and Fairfax County in Virginia; and Montgomery County and Prince George's County in Maryland. We find only modest segregation within all but one of these six metro area districts, with the sole exception being D.C. proper. Segregation across the entire metro area, however, is moderate to high. The reason for this counterintuitive discrepancy is extensive segregation between the districts. In fact, we find that roughly half of total multiracial segregation (i.e., segregation of white, black, Hispanic and Asian students), and almost two-thirds of the segregation of black and white students, is due to the sorting of students into districts, rather than schools within districts. This means that even if all six D.C. metro area districts were to integrate their schools internally, at least half of total metro areawide segregation would remain intact. Finally, we find that segregation between suburbs is a larger contributor to total metro area segregation than segregation between the city (D.C. proper) and the suburbs. Our results illustrate the importance of between-district segregation as a factor in the overall segregation of students in the D.C. metro area. Absent the movement of students across district boundaries, there is often an &quot;invisible ceiling&quot; on the potential metro areawide impact of even the most successful intra-district desegregation efforts.
Poverty, Race and the Contexts of Achievement: Examining Educational Experiences of Children in the American South. University of Kentucky Center for Poverty Research Discussion Paper Series, 2005-02
Author: Fram, Maryah Stella
Date: 2005-09-00
Type: Reports - Research
Subjects: Educational Experience,Poverty,Race,Academic Achievement,Public Schools,Minority Group Students,Low Income Students,Longitudinal Studies,Surveys,Kindergarten,Grade 1,Elementary School Students,Student Characteristics,Classroom Environment,Rural Schools

This paper reports findings of a study examining child-, classroom-, and school-level factors that effect academic achievement among public school children in the South. Using ECLS-K data, we compare and contrast the learning environments in high/low minority and high/low poverty schools. A sizeable minority of Southern children attend schools that are race and/or class segregated; on multiple dimensions these schools are less desirable than are schools attended by more privileged children, and children attending these schools have lower levels of academic achievement. Results from 3-level random intercepts models show that a range of child and family factors, as well as classrooms with less experienced teachers and with more low-level readers, and rural school location all contribute to lower reading gains during first grade. We find no &quot;race effects&quot; on achievement, net of other variables. Issues of &quot;selection&quot; are discussed, and implications for social work are explored.
Alaska Postsecondary Research Brief: Alaskans with Some College Experience
Author: Becker, Gretchen
Date: 2019-08-00
Type: Reports - Research
Subjects: Postsecondary Education,Credentials,Academic Degrees,Certification,Educational Attainment,Income

Alaska's statewide postsecondary attainment goal is for 65% of working-age Alaskans to have a postsecondary credential by the year 2025. The Alaska Postsecondary Access and Completion Network (the Network), a non-profit group of educators, industry, and other higher education stakeholders, adopted the attainment goal in 2014 to increase Alaska residents' readiness for projected job openings requiring postsecondary credentials. The Network defines postsecondary credentials to include college degrees, certificates, licenses, and endorsements. However, the most accurate data available from the US Census Bureau American Community Survey describes only seven postsecondary education attainment levels, including &quot;Some college, but less than one year,&quot; &quot;One or more years of college credit, no degree,&quot; combined in this brief as residents with &quot;some college&quot; experience. Despite a lack of data on certificates and other non-degree credentials, education stakeholders may still be interested to learn more about these &quot;some college&quot; Alaska residents. This research brief uses the American Community Survey 2017 (1-Year Estimates) data to describe the demographics and careers of these residents and to compare them to those of residents with a college degree.
Afterschool: Fostering Protective Factors That Can Last a Lifetime. Issue Brief No. 75
Author: Afterschool Alliance
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: After School Programs,Summer Programs,Adolescents,Drug Abuse,Competence,21st Century Skills,Adolescent Development,Brain,Environmental Influences,At Risk Persons,Individual Characteristics,Family Environment,Family Influence,Community Influence,Resilience (Psychology),Skill Development,Intervention,Self Concept,Self Esteem

Early childhood has long been known to be a formative time in a child's development-- a time when the brain produces more than 1 million neural connections every second during the first few years of a child's life. However, there are factors at the individual and community levels that impact the development process. In communities across America, afterschool and summer learning programs are providing a safe and supportive environment for adolescents during the out-of-school time hours. During those hours, staff work with young people to build up the skills and competencies they will need to navigate life's challenges and become the country's next generation of leaders, thinkers, and trailblazers. This publication discusses the importance of the adolescent years, the importance of afterschool and summer learning programs, as well as the opiod epidemic and state-level afterschool efforts to address substance misuse. [This report was developed in partnership with the Alliance for a Healthier Generation.]
Engaging Families in the High School Transition: Initial Findings from a Continuous Improvement Initiative
Author: Mac Iver, Martha Abele
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Involvement,Transitional Programs,High School Students,Barriers,College School Cooperation,Partnerships in Education,Educational Improvement,Program Implementation,Program Effectiveness,School Involvement,Grade 8,Grade 9,Middle Schools,High Schools

This case study focuses on one district's process of continuous improvement in family engagement. The improvement effort addresses the point at which family engagement tends to decline precipitously and students are particularly vulnerable--the transition into high school. In this article we analyze the implementation of a continuous improvement approach to engaging families as students make this critical transition. In particular, we describe (a) the variation in schools' family engagement activities and participation in cycles of inquiry, (b) the challenges identified by schools to implementing the family engagement approach and cycles of inquiry, and (c) the learning that occurred for both the participating schools and the district-university partnership team through the continuous improvement process. [This article was published in &quot;School Community Journal&quot; (EJ1184768).]
Improving Indicators of College Readiness: Methods for Optimally Placing Students into Multiple Levels of Postsecondary Coursework
Author: Leeds, Daniel M.
Date: 2019-10-04
Type: Reports - Research
Subjects: Educational Indicators,College Readiness,Student Placement,Community Colleges,Two Year College Students,Cutting Scores,Accuracy,Developmental Studies Programs

Over half of community college students place into developmental education, resulting in significant financial costs. We extend previous research demonstrating that using placement tests to assign students into developmental courses results in frequent misplacement. We use Florida data to explore the extent to which students are misplaced into their first college course by more than one level. Results suggest moving away from placement tests and toward other metrics (like high school GPA) may not be as beneficial in Florida as was demonstrated in prior studies. Rather, it may be preferable to choose cutoffs that minimize misplacement than to use new metrics. States should consider their own unique contexts and examine whether they can improve placement accuracy by changing cut scores. [The paper will be published in &quot;Educational Evaluation and Policy Analysis.&quot;]
Unpacking Eye Movements during Oral and Silent Reading and Their Relations to Reading Proficiency in Beginning Readers
Author: Kim, Young-Suk
Date: 2019-00-00
Type: Journal Articles
Subjects: Eye Movements,Oral Reading,Silent Reading,Reading Skills,Beginning Reading,Elementary School Students,Grade 1,Reading Achievement

Our understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders' oral and silent reading using eye-tracking technology at the beginning and end of the school year. Oral reading took a longer time (greater rereading times and refixations) than silent reading, but showed greater development (greater reduction in rereading times and fixations) from the beginning to the end of the year. The relation of eye-movement behaviors to reading proficiency was such that, for example, less rereading time was positively related to reading proficiency, and the relation was stronger in oral reading than in silent reading. Moreover, the nature of relations between eye movements and reading skill varied as a function of the child's reading proficiency such that the relations were weaker for poor readers, particularly at the beginning of the year. The relations between eye movements and reading proficiency stabilized in the spring for children whose reading skill was 0.30 quantile and above, but weaker relations remained for readers below 0.30 quantile. These findings suggest the importance of examining eye-movement behaviors in both oral and silent reading modes and their developmental relations to reading proficiency.
Development of Reflective Thinking Scale for Senior Primary Education Students
Author: Ocak, Gürbüz
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Reflection,Thinking Skills,Measures (Individuals),Likert Scales,Middle School Students,Factor Analysis

The main purpose of this study is to develop a Reflective Thinking Scale to determine the reflective thinking levels of secondary school students. In this study, criterion sampling was employed, one of the purposeful sampling methods. The sample of the study consisted of 300 students in 6th, 8th and 8th grades in Emirdag, Afyonkarahisar. The items in the scale were graded according to 5-point Likert type. The sub-dimensions of the reflective thinking scale are reflection about action, reflection during action and reflection for action. While developing the scale, literature related to the definition of reflective thinking, reflective thinking process, characteristics of reflective thinking individuals, types of reflective thinking, ways of developing reflective thinking were examined. After examining these, a pool of items was created for the purpose of the reflective thinking scale. 52 items were selected from the pool of items and a draft scale was prepared, and 25 students in the 8th grade were pre-tested. Then, the items were presented to the expert opinion and applied to the 300 students attending 6th, 8th and 8th grades. Factor analysis was performed on the collected data. Kaiser-Meyer-Olkin (KMO) and Barlet tests were performed to determine the suitability of the data for factor analysis. Kaiser-Meyer-Olkin (KMO) value was found to be 0.900. Barlett's test was calculate as x2: 1859,813; sd: 231; p &lt;0.01. Confirmatory factor analysis was conducted within the framework of the validity studies of the reflective thinking scale. Confirmatory factor analysis fit indexes are as GF1 = 0.86; AGF1 = 0.83; RMR = 0.078; NNF1 = 0.94; CF1 = 0.95 and RMSEA = 0.071. After the first level confirmatory factor analysis, the second level confirmatory factor analysis was performed.
An Investigation of Pre-Service Teachers&apos; Attitudes towards Teaching Profession in Regard to Some Variables: The Case of Middle East Technical University
Author: Yasan-Ak, Nehir
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teaching (Occupation),Career Choice,Undergraduate Students,Foreign Countries,Gender Differences,Departments,Parent Background,Grade Point Average,Age Differences,Student Motivation

The purpose of this study was to investigate the pre-service teachers' attitudes towards teaching profession and explore the effects of the certain variables (gender, GPA, age, department, motives for selecting teaching profession, and the level of mother and father education) on their attitudes. The participants of the study consisted of 344 undergraduate students, (282 females and 62 males) from five different departments at the faculty of education at Middle East Technical University during the fall semester of the 2015-2016 educational year. As a means of data collection, the &quot;Attitude Measurement Scale for Teaching Profession&quot; developed by Üstüner (2006) was applied. The scale was a one-dimensional 5-Likert type ranging from &quot;strongly disagree (1)&quot; to &quot;strongly agree (5)&quot; with 34 items. For the analysis of the data, Independent-Samples t-test and One-Way-ANOVA were used. According to the findings obtained from the study, while the attitudes of pre-service teachers towards the teaching profession showed a significant difference regarding gender, GPA, department, and motives for selecting the teaching profession, it did not show any significant difference for age and the level of mother and father education.
Building Systems of Integrated Student Support: A Policy Brief for Local and State Leaders
Author: Wasser Gish, Joan
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Integrated Services,Academic Achievement,At Risk Students,Child Development,Program Effectiveness,Elementary Secondary Education,Cost Effectiveness,Program Implementation

Learning depends on the social, emotional, physical, &amp; mental health of students. This resource shares policy recommendations to transform disjointed resources for children into potent systems of integrated student support. The systems that come together to support young people's learning and development include schools, community organizations, health care providers, businesses, out-of-school service providers, and municipal and state agencies. But these systems are at times siloed in how they serve youth. Integrated student support offers a compelling solution to addressing the strengths and needs of the whole child. Integrated student support is a strategy for promoting students' academic success by securing and coordinating supports that target academic and non-academic barriers to achievement in order to promote improved outcomes for students, families, and communities. Well implemented integrated student support has the power to boost academic and life outcomes by efficiently directing existing services and resources towards the well-being of students. Building Systems of Integrated Student Support, presented by the Boston College Center for Optimized Student Support and the Center for Promise, distills insights from the sciences and lessons learned from practitioners. This brief provides decision-makers at the state and local levels with policy recommendations and guidance to advance effective systems of integrated student support that transform disjointed and siloed resources for children, youth, and families into a coherent and potent system of opportunity. The brief also spotlights examples of how ISS are being supported by policy makers and leaders at the state and local levels. [The brief was written in partnership with the Center for Optimized Student Support, Boston College.]
Don&apos;t Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School before Graduation. A Report from America&apos;s Promise Alliance and its Center for Promise at Tufts University
Author: Hynes, Michelle
Date: 2014-00-00
Type: Reports - Research
Subjects: High School Students,Dropouts,Student Attitudes,Low Income Students,Urban Schools,Poverty,Resilience (Psychology),Family Problems,Decision Making,Reentry Students,Barriers,Student School Relationship,Social Environment,Family Violence,School Safety,Neighborhoods

This report adds to the large and growing body of research about why some young people fail to complete high school on the traditional four-year timeline. To explore this issue, the Center for Promise at America's Promise Alliance (a partnership between America's Promise Alliance and Tufts University) gathered the stories of more than 200 young people through 30 facilitated group interviews in 16 high-poverty, geographically distributed urban communities across the country. In addition, nearly 3,000 more young people drawn from all 50 states responded to a survey; about two-thirds of those respondents had stopped attending school for at least a semester, while the remainder had finished high school uninterrupted. Analyzing the qualitative and quantitative data led the Center's research team to four primary findings: (1) Both disengaging from and re-engaging with school result from clusters of factors; (2) Young people who stop going to school are likely to be navigating home, school, or neighborhood environments that they experience as toxic; (3) Connectedness to others is a high priority for young people; and (4) Young people who interrupted their high school education often &quot;bounced back&quot; from difficult circumstances, but individual resilience was insufficient to re-engage with school. Overall, the stories demonstrated that these young people were reaching up toward a more sustainable future, whether that meant returning to complete high school, finding ways to support their families, seeking opportunities to be better role models for their own children, or giving back to their communities.
Graduating Seniors&apos; Perceptions of the Basic Course in Public Speaking
Author: Tucker, Barbara G.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Seniors,Student Attitudes,Introductory Courses,Public Speaking,Required Courses,Gender Differences,Majors (Students),Educational Benefits,State Universities,Self Efficacy,Teacher Characteristics

Members of three graduating classes of a state college in the Southeast were surveyed regarding their perceptions and attitudes toward the required basic public speaking course. Previous literature on basic communication courses indicates debate over the priorities for the course content but little investigation of long-terms effects on or attitudes of students. Quantitative responses showed significant correlation between gender and enjoyment of the course and confidence in speaking. Qualitative responses shed light on what the graduates perceived as memorable, educational, and important, as well as negative, about their basic course experience. Findings indicate subjects' recognition of the course's value to their life and education but the perception that the course was insufficient. The personality and teaching approach of the instructor was indicated as strongest reason for positive attitudes.
Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality
Author: Kim, Young-Suk Grace
Date: 2019-12-19
Type: Reports - Research
Subjects: Academic Language,Listening Comprehension,Reading Comprehension,Elementary School Students,Grade 2,Oral Language,Reading Skills,Listening Comprehension Tests,Word Recognition,Reading Tests,Achievement Tests

Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we investigated the dimensionality of listening comprehension and academic language proficiency tasks, their relations to reading comprehension, and the impact of assessment modality (reading vs. oral language) of academic language proficiency, using data from children in Grade 2 (N = 350). Two cohorts of children from the same schools were assessed on the same set of listening comprehension, word reading, reading comprehension, and academic language tasks. Whereas the first three constructs were assessed in identical manner across the 2 cohorts, academic language tasks were assessed in different modalities (1 cohort in a reading context and the other cohort in an oral language context). Academic language proficiency and listening comprehension skill tasks were best described as having a general oral language construct that captured common variance among all the tasks as well as having specific residual factors. Students' average performance on academic language tasks was lower in the reading context, wherein students' reading skill was also captured beyond the academic &quot;language&quot; proficiency. Across assessment modalities, it was the general oral language construct, not the specific factors, that was reliable, and consistently and most dominantly related to reading comprehension after accounting for word reading. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
An Investigation into the Employment of English Language Teachers in the Private Sector in Turkey
Author: Yaman, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Private Sector,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Working Hours,Foreign Countries,Web Sites,Employment Opportunities,Preferences,Advertising,Role

English language teaching (ELT) and the training of English language teachers have long been important issues in Turkey. However, the related discussions and studies about ELT and English language teachers have mostly concentrated on the systems and issues in the public education sector. Aiming to fill this gap about the involvement of the private sector, this qualitative study intends to find out details concerning the role of the private sector in terms of the employment of English language teachers. To this end, the document analysis method was adopted and the keyword 'Ingilizce ögretmeni' (English language teacher) was scanned in detail on &quot;kariyer.net&quot;, a popular job advertisement website in Turkey. The obtained 173 relevant advertisements were then put into content analysis in terms of variables including city distribution, experience preferences, nationality preferences, graduated programme preferences, certificate preferences, place of employment, working hours, and special features. The findings have been presented in detailed tables and interpreted with reference to the research questions of the study.