ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors That Affect Grade Nine Students in Al Moattasem International School, Saudi Arabia
Author: Terry, Marion
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Academic Achievement,Grades (Scholastic),Video Games,Telecommunications,Handheld Devices,International Schools,Grade 9,Correlation,Gender Differences,Student Experience,Peer Relationship,Parent Child Relationship,Self Concept,Self Advocacy,Leisure Time,Time,Psychological Patterns,Extracurricular Activities

Due to concerns expressed by high school counsellors, Dr. Malik and Dr. Terry developed a quantitative Likert-scale survey to examine the relationships between academic performance (defined as final marks) and recreational video gaming and texting. Questions about video gaming and texting were included with other questions about social relations, extra-curricular activities, and leisure-time activities. Al Moattasem International School in Saudi Arabia was the focus for data collection and analysis. Complete data sets were obtained for 13 grade 9 students, based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. For the 7 males, non-educational video gaming correlated with primarily negative school experiences and negative relationships with parents and peers. Male recreational texting also correlated with primarily negative school experiences and negative relationships with parents and peers. For the 6 females, non-educational video gaming correlated with primarily positive school experiences and negative relationships with parents and peers. Female recreational texting correlated with primarily positive school experiences and positive relationships with parents and peers. Other interesting male and female correlations involved other non-academic activities, peer relationships, and self-concept. In this report, the results are collated into 26 tables that reveal coefficients ranging from fair to perfect, based on correlating 261 pairs of variables concerning the following factors separated by gender: video games, texting, other non-academic activities, peers, parents, self-concept, and school. In consideration of their findings, the researchers recommend that educators advise parents and students of the adverse effects of playing video games and texting excessively.
No U.S. History? How College History Departments Leave the United States out of the Major. Second Edition
Author: American Council of Trustees and Alumni
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: United States History,College Curriculum,Majors (Students),Required Courses,History Instruction,Core Curriculum,Bachelors Degrees,Undergraduate Students,Public Colleges,Private Colleges,Universities

ACTA has released the second edition of &quot;No U.S. History? How College History Departments Leave the United States out of the Major.&quot; The report found that 18 of the top 25 public universities did not have a wide-ranging American history requirement for students seeking a B.A. in history in the major or core curriculum. Top universities have neglected the country's political history and, worse, politicized it. As such, institutions essential to building civic literacy have become engines of division. Take the controversy surrounding the &quot;New York Times'&quot; 1619 project, which aims to &quot;reframe&quot; America's founding instead of aspiring to historical objectivity. Survey research has shown that Americans believe that students should learn and have reasoned conversations about the brutality and horrors of American slavery, as well as the heroic efforts of abolitionists, the Jim Crow era and its aftermath, the failure of Reconstruction, and much else. Schools should work to teach a common history rooted in historical fact. If conservatives and liberals are encouraged to nurture divergent understandings of the country's principles and history, it will become even harder to talk about race in our society. [This report was prepared by the staff of the American Council of Trustees and Alumni (ACTA), primarily Dr. Jonathan Pidluzny, ACTA's vice president of academic affairs, and Alexandra Quillen, program manager for curricular improvement. For the first edition, see ED606231.]
Building a Culture of Free Expression in the Online Classroom: A Guide from the American Council of Trustees and Alumni. Perspectives on Higher Education
Author: Pidluzny, Jonathan
Date: 2021-08-00
Type: Guides - General
Subjects: Freedom of Speech,Electronic Learning,Distance Education,Censorship,COVID-19,Pandemics,Higher Education,Trust (Psychology),Social Media,Mass Media Role,College Environment

Drawing on empirical data from student surveys, as well as insights from faculty and higher education leaders across the country, ACTA's report details how the rapid shift to online learning during the COVID-19 pandemic exacerbated the ongoing free speech crisis on college campuses, further suppressed viewpoint diversity, and encouraged more self-censorship among students. The report also delineates steps that faculty, administrators, and governing boards can take to help promote a culture of free expression in the online classroom. &quot;The lifeblood of the liberal arts is debate, dialectic, inquiry, and challenge,&quot; said Dr. Michael Poliakoff, president of ACTA. &quot;In the midst of the COVID-19 pandemic that has threatened the strength and even the survival of so many institutions, online education moved to the fore. We have seen that it can bless us with access to a vibrant exchange of ideas, but it also has the potential to eliminate the opportunity for growth of character and intellect.&quot; With the release of &quot;Building a Culture of Free Expression in the Online Classroom,&quot; ACTA identifies vulnerabilities in the remote learning environment that, if left unaddressed, will further imperil open dialogue. By implementing the strategies outlined in the report, colleges and universities will be prepared to address controversies when they happen and can shape an academic culture that celebrates viewpoint diversity and the free exchange of ideas.
A New Accountability Model for Alternative K-12 Schools
Author: Horn, Michael B.
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Accountability,Kindergarten,Elementary Secondary Education,Distance Education,Educational Change,Nontraditional Education,Decision Making,Educational Quality,Graduation Rate,Educational Finance,Institutional Evaluation,Outcomes of Education,Institutional Mission,Evaluation Methods,School Effectiveness,Models,Charter Schools,Academic Achievement,Quality Assurance,Virtual Schools

As full-time virtual learning moved from the fringe to the mainstream in mid-March 2020, onlookers expressed concerns about access for learners and accountability for the learning itself. Concerns have not applied only to full-time virtual schools, however. Alternative schools that serve students who have dropped out or transferred from traditional schools--and often serve as schools of last resort--have historically struggled to show the value they add to students. They have also struggled to allow families and regulators to make sound judgments around their value. Although supporters suggest that these schools are crucial because they provide smaller classes, more flexible schedules, and more counseling, the few studies that have looked specifically at alternative schools have documented significant quality concerns, low graduation rates, and underfunding. This report argues that alternative schools need a new set of standard metrics to help families and policymakers gauge their quality. These metrics should be based on student outcomes--not inputs. And they should allow schools some latitude to select the measurements most applicable to their mission. However, those measurements must also have enough in common that they give prospective families a clear view of whether a school is the right fit for them and policymakers greater clarity as to whether the school is serving its students well and fulfilling its mission.
Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police
Author: Bottiani, Jessika H.
Date: 2020-12-00
Type: Journal Articles
Subjects: Caring,Racial Discrimination,Culturally Relevant Education,Teacher Student Relationship,Well Being,Police School Relationship,Urban Areas,African American Students,High School Students,Aggression,Behavior Problems,Learner Engagement,Student School Relationship,At Risk Students,Teacher Influence,Educational Environment,Interpersonal Relationship,Student Behavior

Background: Urban black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. Method: This study leveraged baseline student report from a sample of urban, predominantly black high school students with elevated teacher-rated levels of aggressive behavior (N = 397 9th graders; 91.2% black; 50.4% male; J = 10 schools). Using a path model with full-information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates, including family racial socialization. Results: Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. Conclusions: Findings suggested that students' perceptions of school police caring may buffer links between racial discrimination experiences and school disconnection. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at-risk urban youth who experience racial discrimination. [This article was published in &quot;Journal of School Health&quot; (EJ1274287).]
Where Conservatives Should Lead on Federal Education Policy in 2021
Author: McShane, Michael Q.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Educational Policy,Political Attitudes,Policy Formation,School Choice,Accountability,State Policy,School Districts,Decision Making,Government Role,Federal Government,Educational Principles,Elementary Secondary Education,Higher Education,Early Childhood Education,Federal Aid

In education policy, conservatives have often been more identifiable by what they are against than what they are for. Ronald Reagan ran in 1980 promising to eliminate the Department of Education, and since then, numerous conservative politicians have stated they wish to do the same. At times, conservatives have been known to support school choice policies and accountability, but that has not been universal. Voters want policymakers to put forth a substantive vision of society and pursue policies to achieve it. Most of those policies, conservatives believe, should happen at the state and local level, but the federal government has a role to play. The education system is the foundation of our society, democracy, and economy. If conservatives do not advance principles and policies to shape it, nonconservatives will. In education policy discussions, the system tends to be divided into three parts: the time before students enter elementary school, the time they spend from kindergarten through high school, and the time they spend in college. This report looks at each period and offers principles and policies that conservatives at the federal level can and should pursue.
The Missing Element in Education Reform: State-Based Policies to Improve Postsecondary Outcomes
Author: Brickman, Michael
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Change,Educational Improvement,Outcomes of Education,Kindergarten,Elementary Secondary Education,Higher Education,Competition,Accountability,Commercialization,College Choice,Decision Making,Community Colleges,Institutional Mission,Alignment (Education),Credentials,Student Needs,Labor Force Development,Employment Potential,Job Skills,Educational Attainment,Educational Policy

Education reformers have spent decades doggedly working to improve student outcomes in K-12 education by championing policies spanning federal, state, and local jurisdictions. Higher education is a much different story. Policy ideas at the federal level are plentiful; however, state- or institution-level policies are examined and implemented far less frequently. Higher education reformers should align their efforts with the lessons they have learned in the K-12 space--namely, promoting meaningful competition and market-based accountability, aligning educational pathways with other parts of the education and training equation, and ensuring students are empowered to make informed choices among diverse, high-quality providers. Together, these lessons can bolster improved higher education policymaking where it is most lacking: the states.
Public-Private Microschooling Partnerships: The Southern Nevada Urban Micro Academy Model. Sketching a New Conservative Education Agenda
Author: Campbell, Ashley
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Public Schools,Private Schools,Partnerships in Education,Expenditure per Student,Models,Pandemics,COVID-19,Urban Areas,Local Government,Educational Innovation,Comparative Analysis,School Districts,Achievement Gains,Nonprofit Organizations,Political Attitudes,Municipalities,Federal Aid,Federal Legislation,Nontraditional Education,Elementary Secondary Education

The Southern Nevada Urban Micro Academy (SNUMA) is a first-of-its-kind partnership between the North Las Vegas city government and an innovation-focused education nonprofit to create microschools, operated entirely outside of incumbent public school systems and designed specifically as an in-person solution for city families to counter pandemic learning loss. SNUMA microschools produced academic learning gains that surpassed those of local public schools--and at a fraction of their average, per-pupil funding levels. This report outlines the successful SNUMA model and explains how it could be scaled nationally.
Examining the Relationship between STEM Coursetaking in High School and Grade 12 NAEP Mathematics Performance. AIR-NAEP Working Paper 2021-05
Author: Yee, Darrick
Date: 2021-12-00
Type: Reports - Research
Subjects: Correlation,Grade 9,High School Students,Course Selection (Students),National Competency Tests,Longitudinal Studies,Socioeconomic Status,Chemistry,Physics,Grade Point Average,Mathematics Achievement,Mathematics Tests,Item Analysis,Test Items,Advanced Placement,Gender Differences,Race,Ethnicity

This study linked ninth-grade student background data and school-reported high school transcript data from the national High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationships between high school coursework and end-of-high school mathematics achievement. In a series of marginal maximum likelihood regression analyses, we find that STEM course GPAs, credits earned in AP/IB math and science courses, higher levels of math course content, and course-taking in chemistry and physics are all positively associated with NAEP math achievement. These relationships persist even when gender, race/ethnicity, early grade 9 mathematics achievement, and socioeconomic status are included as covariates. Cluster analysis of students with high estimated achievement suggest multiple paths to high mathematics achievement for students with both high- and low-socioeconomic status backgrounds.
AAUW Latina Initiative Policy Recommendations
Author: American Association of University Women (AAUW)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Hispanic Americans,Employment Level,Experience,Socioeconomic Influences,COVID-19,Pandemics,Employed Women,Equal Opportunities (Jobs),Racial Bias,Gender Bias,Federal Legislation,Child Care,Wages,Health Insurance,Grants,Student Financial Aid,Debt (Financial),Access to Education,Females

Occupational segregation and structural labor market discrimination contribute to significant socioeconomic disparities afflicting Latinas; these inequalities were exacerbated by the COVID-19 pandemic. In April 2020, approximately one in five Latinas were unemployed, registering the highest unemployment rate among all workers. Overall, the Latino community has the highest levels of COVID-19 infections and deaths. To address these alarming disparities and inequalities, the American Association of University Women (AAUW) conducted a series of interviews to understand the lived experiences of Latinas during the pandemic. This report shares policy recommendations designed to address the most pressing problems. These include policies to ensure economic security and access to educational opportunities.
What Will They Learn? A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities, 2020-2021
Author: Pidluzny, Jonathan
Date: 2020-00-00
Type: Reports - Research
Subjects: Core Curriculum,College Curriculum,Public Colleges,Private Colleges,General Education,Writing (Composition),Literature,Second Languages,Second Language Instruction,United States Government (Course),History Instruction,Economics Education,College Mathematics,College Science,Natural Sciences,Educational Quality,Course Selection (Students),Achievement Rating,Required Courses,Tuition,Fees,Graduation Rate,Institutional Mission,Reputation

In this 12th edition of its flagship annual survey of college general education curricula, &quot;What Will They Learn?,&quot; American Council of Trustees and Alumni (ACTA) shines a light on the wide disparity in academic standards at institutions of higher learning across the country. &quot;What Will They Learn?&quot; reviews the core curricula of over 1,100 four-year public and private institutions to determine the rigor of each school's general education program. Ratings are based on how many of the following seven core subjects are included in the curriculum: Composition, Literature, Foreign Language (intermediate-level), U.S. Government or History, Economics, Mathematics, and Natural Science. Grades are awarded on an &quot;A&quot; through &quot;F&quot; scale, depending on how many of the seven core subjects institutions require. This year, 365 schools earned an &quot;A&quot; or &quot;B&quot; grade, while over 400 received a &quot;D&quot; or &quot;F.&quot; Too many colleges and universities continue to offer unstructured and chaotic curricula, causing students to sort through a plethora of course options in the name of &quot;choice&quot; and &quot;self-discovery.&quot; &quot;What Will They Learn?&quot; 2020-2021 and its interactive companion website WhatWillTheyLearn.com can help orient students, parents, and trustees as they consider what educational quality looks like in 21st century America. [For the 2019 report, see ED602432.]
What Will They Learn? A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities, 2021-2022
Author: Pidluzny, Jonathan
Date: 2021-00-00
Type: Reports - Research
Subjects: Core Curriculum,College Curriculum,Public Colleges,Private Colleges,Educational Quality,Achievement Rating,Institutional Characteristics,General Education,Writing (Composition),Liberal Arts,Literature,Second Language Instruction,United States Government (Course),History Instruction,College Mathematics,College Science,Economics Education,Natural Sciences,Required Courses,Course Selection (Students),Tuition,Fees,Graduation Rate,Institutional Mission,Reputation

&quot;What Will They Learn?&quot; has been documenting for the last 13 years the crisis of weak core curriculum requirements. In addition to helping students choose the right college for the right reasons, American Council of Trustees and Alumni (ACTA) works with college and university leaders on campuses around the country to strengthen curricula and raise academic standards. The printed report and its companion website WhatWillTheyLearn.com, represent the only assessment of U.S. colleges and universities that focuses on what schools are actually teaching. The report assigns grades to over 1,100 colleges and universities on an &quot;A&quot; through &quot;F&quot; scale so that families know, in advance, just how serious an institution is about providing a rigorous core curriculum. Trustees, faculty members, administrators, policymakers, donors, students, parents, and high school counselors all play crucial roles in shaping American higher education. &quot;What Will They Learn?&quot;® is designed to help each constituency better understand the importance of a robust core curriculum, how to identify schools dedicated to preparing students for career and citizenship, and what each group can do to promote academic excellence at the nation's colleges and universities. [For the 2020 report, see ED616591.]
Enhancing Facility-Based Education Programs through Digital Learning. Issue Brief
Author: de Azúa, Ramón L.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,At Risk Students,Juvenile Justice,Institutionalized Persons,Correctional Institutions,Correctional Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,State Policy,Access to Education,Adolescents,Young Adults,Secondary Education,Postsecondary Education,Internet,Computer Simulation,Student Needs,STEM Education,Career Development

This brief illustrates how digital learning opportunities and technology can significantly increase access to high-quality learning materials, curricula, and effective online learning tools to help youth in secure care settings develop expertise in shaping personalized learning and future goals. The brief also offers takeaways that practitioners, agency leaders, policymakers, and other stakeholders may want to consider as they think about how to best realize the potential for positive outcomes that integrating high-quality digital learning can deliver for youth in secure care settings.