ethanporcaro/eric-fulltext-meta huggingface dataset:
Policies of Test Centers and Jurisdictions and GED Candidate Test Performance. GED Testing Service[R] Research Studies, 2009-6
Author: Medhanie, Amanuel
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: High School Equivalency Programs,Outcomes of Education,Academic Achievement,Predictor Variables,Educational Policy,Resource Centers,Policy Analysis,Correlation,Exit Examinations,Education Work Relationship,Academic Standards,Alignment (Education)

The economic and employment outlook for individuals without a high school diploma is bleak. For many of these individuals, passing the General Educational Development (GED) Test is the first step in competing in the increasingly demanding job market. GED test-taking policies vary across test centers and jurisdictions, and have the potential to affect several outcomes related to the GED credential, such as passing the test or preparedness for postsecondary education. However, little is known about this relationship. This study examines the relationship between GED policies and performance on the content areas and the GED Test as a whole. The model that best fits the data, including test center- and jurisdiction-level predictors, explained approximately 15 percent of the variability in overall GED standard scores, which varies by content area, ranging from 10 percent for Language Arts, Reading to 17 percent for Science, suggesting that the importance of different variables differs as a function of the content area. The results suggest that candidates of various backgrounds are at a disadvantage even after controlling for relevant candidate factors. The most consistent finding associated with test centers was that the gap in performance between African-American and white candidates was smaller in test centers that required the Official GED Practice Test (OPT). However, this requirement did not decrease the performance gap between Hispanic and white candidates. In summary, although there is variability in overall GED standard scores and content area scores associated with the test center and jurisdiction levels, only one of the predictors at these levels--centers open all months of the year--helped account for this variation. Additional implications are discussed. (Contains 2 figures and 16 tables.)
Preparation for and Performance on the GED[R] Test. GED Testing Service[R] Research Studies, 2009-2
Author: McLaughlin, Joseph W.
Date: 2009-08-00
Type: Reports - Research
Subjects: Community Colleges,Testing,Public School Adult Education,Profiles,High School Equivalency Programs,Scores,Comparative Analysis,Testing Programs,Independent Study

GED testing candidates have many options available to them to prepare for the GED Test, including adult education classes, practice tests, and self-study. This study focused on candidates who voluntarily took the GED Test and could choose freely among preparation activities. We examined GED Test preparation activities and created eight mutually exclusive test preparation profile groups: public school adult education with or without a practice test, community college adult education with or without a practice test, individual study with or without a practice test, practice test only, and &quot;none&quot;. The final sample included 90,032 U.S. candidates who completed the GED Test in 2004 and fell into one of the eight test preparation profile groups. Candidates in the study most often reported studying on their own without a practice test (29 percent) or studying in a public school adult education program without a practice test (28 percent). A smaller proportion studied in a community college adult education program without a practice test (13 percent) or did not prepare at all (14 percent). The public school and community college adult education profile groups had mean GED scores 25 to 34 points higher for candidates who took a practice test. The individual study group means were 20 points higher for candidates who took a practice test. Among the profile groups, the group members who studied individually with a practice test and the &quot;none&quot; group scored the highest on average. The lowest mean scores were observed in the group who indicated public school adult education preparation without a practice test. All groups' content areas and battery mean scores were higher than the passing requirement (410 and 2,250, respectively). The group with the highest pass rates was the individual study with a practice test group, and the lowest pass rates were recorded for the public school adult education without a practice test group. A technical appendix is included. (Contains 11 tables.)
In Their Own Words: 9/11 Parents Help Other Parents &amp; Schools with Lessons Learned
Author: Healthy Schools Network, Inc.
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Parents,Terrorism,Coping,Interviews,Emergency Programs,School Counseling,Parent Role,Elementary School Students,Intermediate Grades,Administrator Responsibility,Child Safety,Planning

The tragedy of September 11 had a special significance for the parents of the nearly 6,000 children who attended the seven public schools located in the World Trade Center impact zone. Healthy Schools Network has documented first hand accounts of the experiences of that day and its aftermath. In addition to extensive interviews, last winter a short survey was distributed to parents at PS 234, PS 89, IS 89 and PS 150, elementary and intermediate schools in Lower Manhattan. Demonstrating the traditional support parents often give their children's schools, sixty-seven percent (67%) of 316 parent respondents said, given how sudden and how terrible the attacks were, their schools could not have done anything differently during the evacuation. Importantly, not one child was killed or seriously injured; some parents reported being unable to locate their children for 3-12 hours; almost all respondents volunteered advice. This paper highlights the constructive advice of experienced parents-- thoughtfully and generously volunteered to help others. The vivid comments in the selections in this paper are &quot;verbatim&quot; and stand as testimony of the desire of these parents to share their own invaluable &quot;Lessons Learned&quot; with the rest of the nation. [Funding for this report was provided by New York Foundation.]
Guide to School Design: Healthy + High Performance Schools
Author: Healthy Schools Network, Inc.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Educational Facilities Design,Pollution,Health Promotion,Holistic Approach,Occupational Safety and Health,Child Safety,School Safety,Conservation (Environment),Hazardous Materials

A "healthy and high performance school" uses a holistic design process to promote the health and comfort of children and school employees, as well as conserve resources. Children may spend over eight hours a day at school with little, if any, legal protection from environmental hazards. Schools are generally not well-maintained; asthma is a leading occupational disease of teachers and custodians--"that is, they get it on the job". There is a strong basis in science for designing schools: 1) for healthy indoor environments, and 2) for resource conservation. Together, healthy + green designed facilities promote indoor air and environmental quality; thermal, visual, and acoustical comfort; and, energy, water, and material conservation. Such facilities can also minimize construction/maintenance waste, fumes, debris and particulates that can harm school occupants and harm the environment. Design out common schoolhouse problems: "healthy + green = A+". This paper provides tips for designing healthy and high-performance schools.
An Exploration of GED[R] Standard Score Stability: 2001 through 2005. GED Testing Service Research Studies, 2006-3
Author: Benners, G. Anthony
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Testing,High School Seniors,Scores,Measurement Techniques,Student Characteristics,Test Reliability,Norms,High School Equivalency Programs,Test Content,Knowledge Level,Sample Size

The present investigation was aimed at exploring the stability of the standard score distributions on the GED (General Educational Development) Tests taken by U.S. high school seniors in equating studies conducted by GED Testing Service during the span of 5 years from 2001 (the norming year) to 2005. Three questions were addressed by this exploration: First, are the characteristics of the norming sample representative? Second, have self-reported characteristics of high school seniors changed since 2001, the year of standardization/norming of the new test series? Third, are there any trends in test performance during these years that suggest high school seniors are mastering the content of the GED Tests or are otherwise becoming ignorant of the content? (Contains 22 figures.)
The Literacy of U.S. Adults with GED[R] Credentials: 2003 NAAL and 1992 NALS. GED Testing Service Research Studies, 2007-2
Author: Hsu, Yung-chen
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Achievement Gains,Adult Basic Education,Adult Learning,Adult Students,Program Effectiveness,Adult Literacy,High School Equivalency Programs,Basic Skills,Validity,Adult Education,Scores,Educational Attainment,Racial Differences,Gender Differences,Age Differences,Language Usage,Immigrants,English (Second Language),Employment Level,High School Graduates

Many adult basic education programs use the Tests of General Educational Development (GED[R] Tests) to measure the skills and knowledge associated with a high school program of study as well as to assess the achievement gains of adult learners through participation in their programs. Using data from the 2003 National Assessment of Adult Literacy (NAAL) and the 1992 National Adult Literacy Survey (NALS), this study provides evidence of the validity of the GED credential as an indication of achieving the literacy skills and knowledge equivalent to those skills and knowledge demonstrated by adults with high school diplomas and aids many adult education programs in evaluating their effectiveness through adult learners' performance on the GED Tests. (Contains 9 tables and 18 figures.)
Multicultural Communities: Guidelines for Library Services. Third Edition
Author: International Federation of Library Associations and Institutions
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Library Services,Libraries,Cultural Differences,Library Role,Governance,Library Administration,User Needs (Information),Institutional Cooperation,Shared Resources and Services,Internet,Access to Information,Human Resources,Marketing,Best Practices,Foreign Countries

These Guidelines constitute the third edition of the International Federation of Library Associations (IFLA) &quot;Multicultural Communities: &quot;Guidelines for Library Services.&quot; This revision follows the IFLA Section of Library Services to Multicultural Populations' &quot;2006-2010 Strategic Plans&quot;: to review and revise the Guidelines, taking into account new technologies, and professional and societal developments which have impacted upon service provision and directions. These guidelines have been compiled and published in order to promote fairness and equity of access in library services to multicultural communities. The guidelines, provide a basis for the planning of library services to all groups in the community; provide criteria against which the adequacy of existing multicultural services may be assessed; provide an equitable basis for the acquisition of materials and the provision of services; and encourage understanding and engagement among the multicultural groups represented in all societies. It is intended that they be used in conjunction with standards and guidelines for particular types of libraries in each country and with international standards, rather than taken in isolation. The central principle of these guidelines, that of equity, should be used in applying existing standards and guidelines for public, school, academic and other libraries. It is also important that library services to multicultural communities should be seen as an integral part of any library's full range of library and information services, rather than in isolation or as an addition to traditional library services. The structure of these guidelines corresponds to that of &quot;The Public Library Service: IFLA/UNESCO Guidelines for Development, 2001,&quot; so that librarians may more easily use them in conjunction with each other. Two appendices are included: (1) The IFLA Multicultural Library Manifesto; and (2) &quot;Raison d'etre&quot; for Multicultural Library Services.
Teacher Leadership in High Schools: How Principals Encourage It. How Teachers Practice It
Author: Institute for Educational Leadership
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: High Schools,Telephone Surveys,Interviews,Teacher Leadership,Instructional Leadership,Principals,Administrator Role,Teacher Role,Surveys,Secondary School Teachers,School Culture,Teacher Administrator Relationship,Educational Policy,School Districts,State Departments of Education,Board of Education Policy,Curriculum Development,Educational Environment,Teacher Selection,Teacher Evaluation,Faculty Development,Discipline,Budgeting,Teamwork

Teacher leadership plays a significant role in the professional culture of many schools across the country, according to principals who value it. This is the major conclusion from a survey and telephone interviews conducted by the Institute for Educational Leadership (IEL). While limited in scope, the study confirms the contributions of teacher leadership and provides a picture of how principals rely on teacher leadership teams. It also suggests how current practices can spark further conversations and research to more fully develop and institutionalize teacher leadership, a practice that offers substantial potential to improve schools. From an initial national survey of high school principals, IEL identified 76 high schools where teacher leadership has taken root. A smaller subset of principals and teachers from these schools participated in telephone interviews to confirm and provide stories about teacher leadership. This study, funded by the MetLife Foundation, provides evidence that the movement to instill teacher leadership is in need of support and further development. To start that process, IEL proposes questions that policymakers at all levels should consider in order to promote teacher leadership that is meaningful and enduring. Appendices include: (1) Methodology; (2) Description of the Survey Sample and Demographic Characteristics; and (3) Survey Questions and Interview Protocols. (Contains 2 tables and 17 figures.)
Frequently Asked Questions: Altered Plans for GED Test, 5th Edition
Author: American Council on Education, GED Testing Service
Date: 2009-10-15
Type: Reports - Descriptive
Subjects: Testing Programs,Adult Educators,Computer Assisted Testing,Pilot Projects,Scores,High School Equivalency Programs,Equivalency Tests,Educational Change,Alignment (Education),National Standards,Educational Environment,Educational Policy

This paper presents a list of frequently asked questions about the 5th Edition GED (General Educational Development) Test. This paper answers the following questions: (1) With the announcement of altered plans for a 5th Edition GED Test release, will the current 2002 test series continue beyond January 1, 2012?; (2) What should I tell the public, the adult educators and testing professionals in my jurisdictions about changes to the GED testing program and changes in the 5th Edition release?; (3) What elements of the GED 20/20 Initiative will begin in 2010?; (4) Will test-takers be able to combine test scores past January 1, 2012?; (5) When will a new GED Test replace the current test series?; (6) How far in advance will jurisdictions be notified of a new test series release?; (7) How will the Computer-Based Testing (CBT) pilot jurisdictions be selected?; (8) What are the goals of the CBT pilot?; and (9) How will jurisdictions not participating in the pilot be involved or informed of the details? (Contains 2 footnotes.)
Who's in Charge of Protecting Children's Health at School? A Report on &quot;America's Largest Unaddressed Children's Health Crisis&quot;
Author: Barnett, Claire L.
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Occupational Safety and Health,Child Health,Federal Government,School Buildings,Physical Environment,Clearinghouses,Nonprofit Organizations,Educational Environment,Educational Facilities Design,Educational Facilities Improvement,Facility Guidelines,School Safety,Educational Facilities Planning,Environmental Standards,Educational Policy,School Maintenance,Hazardous Materials,Public Health,Pollution,Chronic Illness,Educational Needs,Responsibility

This report makes the case that no one is in charge of protecting children from harmful environmental exposures at school and recommends steps at the federal and in New York State to begin to address this hidden world. With information gleaned from adult occupational health experts, from new national studies and reports, and from the reports of parents of health-affected school children, it outlines the scope of the public health response needed to resolve the nations' largest unaddressed children's health problem: millions of children attend polluted schools that daily erode health and learning. The recommendations presented in this report are proposed by Healthy Schools Network. [Funding for this report was provided by the New York Community Trust Henry Philip Kraft Fund.]
Using Technology's Internet Resources in Algebra 1
Author: Crespo, Irma S. Z. B.
Date: 2009-11-02
Type: Information Analyses
Subjects: Educational Technology,Internet,Algebra,Mathematics Instruction,Teaching Methods,Computer Assisted Instruction,Mathematical Concepts,Concept Formation,Equations (Mathematics),Problem Solving

Technology is a means that makes work or tasks easy, efficient, and operative. A more encompassing definition refers to it "as the tools created by human knowledge of how to combine resources to produce desired products, to solve problems, fulfill needs, or satisfy wants" (Koehler and Mishra. 2008:5). It can either be contrivances of tradition or modernization. In education, these can be "specific, stable, and transparent" as analogs like pens and papers or "protean, unstable, and opaque" as digitals akin to computers and softwares (Lee. 2008: 129; Koehler and Mishra. 2008:5). In mathematics, "technology influences the mathematics that is taught and enhances students' learning" (Kastberg and Leatham. 2005:33). With Algebra 1, where students' thinking develops from concrete to abstract, technology plays an essential role that facilitates this cognitive transformation. A vital part, which helps students understand the "theories for the solution of equations, finding values of the unknown quantities, or the conditions under which they can or cannot be found" in Algebra (Bunch. 2009:online). (Contains 6 figures.)
New Tech High Schools: Results of the National Survey of Project Based Learning and High School Reform conducted by the Buck Institute for Education
Author: Ravitz, Jason
Date: 2008-08-15
Type: Numerical/Quantitative Data
Subjects: High Schools,Student Projects,School Restructuring,Active Learning,Educational Change,National Surveys,Institutional Characteristics,Comparative Analysis,Teaching Methods,Teaching Models,Teacher Surveys,Teacher Characteristics

In the fall of 2007, the Buck Institute for Education (BIE) conducted a national survey of high school reform and project based learning (PBL). The study included teachers from several major high school reform networks that emphasize PBL as an instructional approach: New Tech High, High Tech High, Edvision Schools, and Envision Schools. It also included a variety of other small high school reform sites and comprehensive high schools that were not formally associated with a particular reform model. These were sites where BIE conducted professional development workshops or that purchased copies of BIE's PBL Handbook. The current report presents two sets of results: (a) Results comparing teachers in the four small high school reform models--New Tech High, High Tech High, Envision Schools and Edvision Schools--to teachers in the remaining schools in the study. The purpose of this analysis is to highlight how teachers in reform model schools are different from teachers in the other schools; and (b) Results comparing teachers in New Tech schools to other teachers in the study. The purpose of this analysis is to identify key characteristics of the New Tech model and how it is being implemented.
Assessing the Rigor of HS Curriculum in Admissions Decisions: A Functional Method, Plus Practical Advising for Prospective Students and High School Counselors
Author: Micceri, Theodore
Date: 2009-00-00
Type: Reports - Research
Subjects: Grade Point Average,Prediction,School Guidance,Dual Enrollment,Secondary School Curriculum,Admission Criteria,Predictor Variables,Enrollment Management,High School Graduates,College Bound Students,Intellectual Disciplines,Academic Advising,Admissions Counseling

An extensive, internally cross-validated analytical study using nested (within academic disciplines) Multilevel Modeling (MLM) on 4,560 students identified functional criteria for defining high school curriculum rigor and further determined which measures could best be used to help guide decision making for marginal applicants. The key outcome used in MLM analyses was a composite variable including first year GPA and hours completed per term, which proved to relate well with predictors. Consistent findings guided the design of a Criteria Decision Matrix and a set of advising tools that has been shared with and well received by Florida high school guidance counselors. A preliminary scan of bivariate relationships between some 35 possible predictors and outcome variables (USF GPA and Hours Earned) suggested that once high school GPA was entered into a regression model (MLM), few other variables would contribute much variance prediction. Nonetheless, some politically sensitive variables were included in the MLM analyses: sex, race/ethnicity and low-income target schools. As expected, in the cross-validated MLM analyses, high school GPA was by far the strongest predictor, with AP courses, dual enrollment courses, number of STEM units, number of language units also exhibiting some importance. Test scores were worthless and, in fact contributed negatively to prediction of first year GPA. Further analyses identified four key  Rigor Criteria that related strongly with first year performance: (1) Taking an AP course (not passing); (2) Taking a dual enrollment course; (3) Taking more than minimum required STEM courses (Science, Technology, Engineering, Math); and (4) Taking more than minimum required language courses (English and Foreign Languages). Having two or more of the Rigor Criteria proved highly effective in predicting USF performance. This was combined with high school GPA to create a matrix of automatically admit, automatically deny and consider further. This has substantially reduced the time and effort required by the admissions office. Note that among students with a 4.0 or higher high school GPA who had none of the Rigor Criteria, 83% earned a USF GPA below 2.0, this dropped to about 10% for those having two, and to 2% for those having three or more of the Rigor Criteria. All lines relating to these criteria were monotonic, providing strong evidence of their validity. (Contains 3 footnotes, 3 figures, and 5 tables.)