ethanporcaro/eric-fulltext-meta huggingface dataset:
Graduation and Dropout Rates in Alaska. Fact Sheet
Author: Alaska Department of Education and Early Development
Date: 2018-03-19
Type: Reports - Descriptive
Subjects: Graduation Rate,Dropout Rate,Accountability,High School Students,High School Graduates,Dropouts,Public Schools

This fact sheet presents the graduation and dropout rates in Alaska for school years 2004-2005 to 2016-2017. The graduation rate methodology reflects a federal mandate requiring all 50 states to use a uniform graduation rate that is to be reported for all public high schools in the country. This rate, known as the &quot;Four Year Adjusted Cohort Graduation Rate,&quot; was first implemented in Alaska with the 2010-2011 school year. All 50 states were required to utilize the new adjusted cohort graduation rate for accountability purposes starting with the 2011-2012 school year.
Development of Teacher Job Performance Scale and Determining Teachers&apos; Job Performance Level
Author: Limon, Ibrahim
Date: 2020-07-00
Type: Journal Articles
Subjects: Job Performance,Teacher Effectiveness,Test Construction,Test Validity,Test Reliability,Performance Factors,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Measures (Individuals)

This study aims to develop a valid and reliable scale to measure teachers' self-reported job performance and use it for the first time on the target group. In line with this aim, the current study employed a single surveying model. The study sample consisted of three groups. There are 265 teachers in the first group; 509 teachers in the second and 1935 teachers in the last one. Exploratory factor analysis and confirmatory factor analysis were used to determine the factor structure of the teachers' job performance scale (TJPS). Cronbach's Alpha reliability coefficient and item statistics were also calculated. Results showed that the TJPS is a valid and reliable three-dimensional measure: task performance (16 items), contextual performance (9 items) and adaptive performance (12 items). On the other hand, teachers' performance level is &quot;always&quot; for task, adaptive and the overall scale and sometimes for contextual performance. Based on the findings, some suggestions were made.
The Relationship between Sustainable Leadership and Perceived School Effectiveness: The Mediating Role of Work Effort
Author: Sezgin Nartgün, Senay
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Sustainability,School Effectiveness,School Administration,Principals,Teacher Attitudes,Work Attitudes,Job Performance,Elementary School Teachers,High School Teachers,Foreign Countries

This study investigates the mediator role of teachers' work effort in the relationship between sustainable leadership and perceived school effectiveness. It employs the relational survey model. The data was obtained from a study group of 411 teachers. Three different measures were used in the study: &quot;Sustainable Leadership Scale&quot;, &quot;Perceived School Effectiveness Scale&quot; and &quot;Work Effort Scale&quot;. The findings showed that principals' sustainable leadership scores were above moderate level except for social sustainability. On the other hand, teachers perceived their school as effective and their work effort above moderate level. It was also found that there were significant positive high and moderate level correlations among variables. Sustainable leadership predicted both perceived school effectiveness and work effort. Finally, it was determined that work effort did not have a mediator role in the relationship between sustainable leadership and perceived school effectiveness.
Using Office Discipline Referrals as a Behavioral Screener: Considerations from NCII and the Center on PBIS
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Discipline,Student Behavior,Behavior Problems,Referral,Intervention,At Risk Students,Student Needs,Screening Tests,Special Needs Students,Disproportionate Representation,Minority Group Students,Low Income Students,Emotional Disturbances,Behavior Disorders,Gender Bias

Office discipline referrals (ODRs) are a data source commonly used by school teams to identify students who need behavioral intervention. In this brief, the National Center on Intensive Intervention (NCII) and the Center on Positive Behavioral Interventions and Supports (PBIS) provide a brief synthesis of the research on using ODRs has a behavioral screener and offer considerations for using ODRs to make data-based decisions.
Michigan: Equal Aid Cuts Follow Pattern of Ignoring Higher Needs in Poor Districts
Author: McKillip, Mary
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Aid,Retrenchment,Budgeting,Public Education,Educational Finance,COVID-19,Pandemics,Educational Equity (Finance),Federal Aid,Federal Legislation,Elementary Secondary Education

This brief is part of Education Law Center's &quot;Tracking State Aid Cuts in the Pandemic&quot; series. Michigan schools have struggled with reductions in funding over the last decade. In July, the Michigan Legislature approved a state aid cut of $175 per pupil, totaling $256 million. The cut was applied equally to all districts, from those with low poverty to those intensely segregated by poverty and race, such as Flint, Detroit and Benton Harbor. At the same time, the Legislature approved $512 million for K-12 public education from the total statewide allocation of $ 3.9 billion from the Coronavirus Relief Fund (CRF), a separate funding stream for state budgets in the CARES Act. Lawmakers also decided to distribute these funds to districts equally ($350 per pupil), ignoring the greater need for resources in the state's high poverty, racially isolated districts, especially in terms of mitigating the impacts of COVID19. A bright spot in Michigan is that the Legislature did not tie cuts in state aid to equivalent amounts of federal emergency funds, as New York and Texas did. Yet, Michigan lawmakers missed a crucial opportunity to correct their longstanding failure to provide more funding to districts with the greatest student need.
Texas: Regressive Aid Cut Penalizing Poorest Districts
Author: McKillip, Mary
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Aid,Retrenchment,Budgeting,Public Education,Educational Finance,COVID-19,Pandemics,Educational Equity (Finance),Federal Aid,Federal Legislation,Elementary Secondary Education,School District Wealth

This brief is part of Education Law Center's &quot;Tracking State Aid Cuts in the Pandemic&quot; series. Against a backdrop of significant underfunding even before the pandemic, the Texas Education Agency announced in June that federal Coronavirus Aid, Relief, and Economic Security (CARES) Act funding would be used in place of the final payments of state funding for the 2019-20 year. This action resulted in a total aid cut of $1.3 billion statewide and mirrored New York's pandemic adjustment by cutting state aid and replacing it with one-time federal CARES Act funds. Texas has followed the playbook from the Great Recession, also used by New York, in responding to the pandemic. The state cut aid then backfilled the budget hole with nonrecurring federal emergency funds. These cuts are disproportionately higher in districts segregated by poverty, those most in need from COVID-19. By cutting state aid, Texas has deprived the state's most vulnerable students of the funds necessary to tackle the digital divide and prepare their schools to safely reopen.
Recruiting and Data Sharing in a Study of Flipped College Calculus
Author: Hauk, Shandy
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Recruitment,Data Collection,Shared Resources and Services,Flipped Classroom,College Mathematics,Calculus,Intercollegiate Cooperation,College Freshmen,College Faculty

Imagine a large randomized controlled trial study of a mathematics educational intervention planned in two large urban districts. District 1 gets a new administrator and drops out. In the meantime, the state test changed, so one of the planned outcome measures is no longer usable. Teacher dropout is high. And, as the analysis is being completed, the evidence standards for judging the quality of the study are revised. Welcome to the real world of educational research in authentic settings. In this structured poster session, participants have opportunities to (a) learn about colleagues' previous struggles, stumbles, and successes, (b) discuss these experiences, and (c) begin to draft a guide for handling various challenges (known, potential, and unforeseen) of study implementation.
Turkish Adaptation of Change Fatigue Scale: A Study of Reliability and Validity
Author: Limon, Ibrahim
Date: 2020-08-00
Type: Journal Articles
Subjects: Test Construction,Turkish,Fatigue (Biology),Test Reliability,Construct Validity,Factor Analysis,Psychometrics,Educational Change,Teacher Attitudes

This study adapts &quot;Change Fatigue Scale&quot; into Turkish cultural context for potential uses in future empirical studies. It also aims to validate it for educational organizations, so the items were revised accordingly. There were three different study groups in the study. The first group included 33 English teachers and there were 150 teachers in the second and third study groups. First of all, a rigorous language adaptation process was carried out. Achieving language equivalency of the scale, exploratory and confirmatory factor analyses were conducted to test the construct validity. As for reliability, Cronbach's Alpha coefficient and items statistics were calculated. The findings showed that change fatigue scale had adequate psychometric properties when adapted into Turkish. A substantial theoretical contribution to the literature holds the significance of the current study. Additionally, the scale adapted into Turkish culture can be used in empirical studies in future and it can be a reference for further scale development efforts which can be regarded as the practical significance. The studies on change related constructs, organizational commitment, turn over intention, resilience and performance etc. can exploit the scale.
Diversifying the Education Profession in Ohio: Brief and Taskforce Recommendations
Author: Ohio Department of Education
Date: 2019-11-00
Type: Reports - Research
Subjects: Diversity (Faculty),Minority Group Teachers,Student Recruitment,Preservice Teacher Education,Teacher Persistence,Change,Teaching (Occupation),Mentors,Beginning Teacher Induction,Faculty Development,Culturally Relevant Education,Educational Environment,Partnerships in Education,Two Year Colleges,Barriers,Elementary Secondary Education

While students of color make up more than 30% of Ohio's student population, many students will graduate high school without ever having a teacher of color. Teachers of color comprise only 5% of Ohio's teaching workforce, and similar disparities persist in other education professions including educational aides, principals, and superintendents. Furthermore, the number of minority candidates enrolling in teacher preparation programs has steadily declined while the proportion of students of color increases annually, which means these disparities are likely to grow. In 2018, the Ohio Department of Education formed a Diversity in Education taskforce to study this issue and make recommendations. The taskforce--which was comprised of approximately 40 individuals from K-12 education, institutes of higher education, the State Board of Education, the Ohio Department of Education, the Ohio Department of Higher Education, and local communities--met over the course of three meetings. The taskforce examined educator workforce data to identify gaps, conducted a root cause analysis, and identified strategies to address the root causes. The taskforce identified three primary gaps that should to be addressed to diversify Ohio's educator workforce: (1) Attracting individuals to the field of education: The taskforce highlighted Grow Your Own programs and branding the education profession as two strategies to help increase proportion of ethically and racially diverse students enrolled in educator preparation programs; (2) Preparing and retaining individuals in the field of education: Strategies should span the educator career continuum including mentoring and onboarding supports specific to educators of color along with professional learning related to culturally responsive practice and school climate; and (3) Empowering change: While individual schools and districts may feel powerless to making meaningful changes, opportunities to collaborate with others expand the reach and impact of change efforts. For example, schools and districts could partner with existing networks that support educators of color or attend regional convenings with other Ohio educators to examine equity data and brainstorm solutions.
Guidelines for Participation in West Virginia State Assessments, 2019-2020. Guidance for Accommodations for State and District Testing
Author: West Virginia Department of Education (WVDE), Office of Assessment
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: State Standards,Standardized Tests,Federal Legislation,Equal Education,Students with Disabilities,Educational Legislation,Elementary Secondary Education,English Language Learners,Educational Policy,Individualized Education Programs,Student Needs,Accessibility (for Disabled),Access to Education,State Policy,Academic Accommodations (Disabilities),Alignment (Education),Progress Monitoring,Alternative Assessment,Testing,Achievement Tests,Testing Accommodations,Benchmarking,Inclusion,Committees,Role,Decision Making,Language Arts,Mathematics Instruction,Science Instruction,Summative Evaluation,Special Needs Students

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has crafted this document, &quot;2019-2020 Guidelines for Participation in West Virginia State Assessments,&quot; to: (1) Provide policy guidance to individualized education program (IEP) teams, Section 504 committees, and English Learner (EL) committees for appropriately accommodating students in statewide and district-wide assessments; (2) Help teachers and schools work within the framework of federal law and state policies; and (3) Provide information for documentation of implementation and assurances for federal requirements under the Every Student Succeeds Act (ESSA 2015) which has replaced requirements within the Elementary and Secondary Education Act (ESEA) enacted in 2002. This document includes requirements set by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). [For the previous report &quot;Guidelines for Participation in West Virginia State Assessments, 2018-2019. Guidance for Accommodations for State and District Testing,&quot; see ED609053.]
Employing Evidence-Based Practices for Children with Autism in Elementary Schools
Author: Sam, Ann M.
Date: 2020-09-19
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Children,Evidence Based Practice,Elementary School Students,Program Effectiveness,Educational Objectives,Success,Special Education,Students with Disabilities,Intervention,Teacher Attitudes,Program Implementation,Fidelity,Academic Ability,Social Development,Communication Skills,School Readiness,Faculty Development,Teacher Competencies

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. [This is the online first version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Investigation of STEM Course-Taking Patterns and College Readiness as a Result of HB5 of 2013. Policy Brief
Author: Marder, Michael
Date: 2019-10-00
Type: Reports - Research
Subjects: State Legislation,Educational Legislation,Course Selection (Students),High School Students,College Readiness,Student Evaluation,Tests,Scores,Graduation Requirements,Educational Policy,STEM Education

HB5 of 2013 eliminated many end of course exams and lowered the course-taking requirements for many high school students. What were the main consequences? College readiness as measured by high school exams dropped precipitously. However high-school course-taking patterns were largely unchanged. The goal of the research project presented in this brief was to explore consequences of high school graduation requirement changes because of HB5 of 2013 for Texas students. It was found that college readiness as measured by Texas in high school fell dramatically after passage of HB5.
Integrating RCampus in College Reading and Writing for Translation Students
Author: Al-Jarf, Reima
Date: 2010-03-00
Type: Speeches/Meeting Papers
Subjects: Translation,Second Language Learning,Second Language Instruction,English (Second Language),College Freshmen,Teaching Methods,Majors (Students),Pretests Posttests,Reading Instruction,Writing Instruction,Integrated Learning Systems,Textbooks,Group Discussion,Computer Mediated Communication,Books,Writing (Composition),Peer Evaluation,Scores,Instructional Effectiveness,Online Courses,Blended Learning,Foreign Countries,Student Attitudes,Academic Achievement,Reading Tests,Writing Tests,Technology Integration

The present study investigated the effectiveness of integrating RCampus in EFL freshman classrooms on EFL students' reading and writing skills development. Forty-three freshman students majoring in translation participated in the study. Before instruction, the students were pretested. Then they received traditional in-class instruction that depended on the textbook, in addition to online extension reading and writing activities using RCampus (www.rcampus.com), an open source Online Course Management System. Each week discussion threads that required the students to search for information, read extra material and respond to questions in writing were posted. The students posted their own book summaries, discussion threads and comments on each other's posts. The pre and posttest scores were compared and the effect of utilizing RCampus on reading and writing skills development is reported.
Partnering with Families of Children Who Are Dual Language Learners. Building Partnerships Series. For Head Start and Early Head Start Professionals
Author: National Center on Parent, Family and Community Engagement (NCPFCE)
Date: 2020-00-00
Type: Guides - General
Subjects: Child Rearing,Early Intervention,Preschool Children,Partnerships in Education,Family Role,English (Second Language),Family School Relationship,Cultural Awareness,Culturally Relevant Education,Language Proficiency,Native Language,English Language Learners,Family Involvement,Equal Education,Educational Environment,School Role

Families are their children's first educators. From birth, families nurture their children to be healthy and successful in school and in life. Head Start and Early Head Start program staff share these goals and partner with families as they work to meet these goals. There are unique ways in which these partnerships matter for children who speak languages other than English. Young children can thrive when families and staff partner closely to support home languages, and embrace families' cultures and traditions. Programs promote children's language proficiency in their home languages and in English when they support and acknowledge home languages as a family asset. This resource aims to help Head Start and Early Head Start professionals partner with families of children who are dual language learners. This resource may also be helpful for individual or group learning in Head Start and Early Head Start programs. It provides: (1) related Head Start Program Performance Standards; (2) the Head Start PFCE (Parent, Family, and Community Engagement) Framework as a guide to partnering with families of dual language learners; (3) Practice scenarios and information to help Head Start and Early Head Start professionals implement family engagement strategies in five program impact areas; and (4) helpful resources and references. For programs that use the Dual Language Learners Program Assessment (DLLPA) instrument, this resource will be helpful in implementing the family-related practices identified throughout that tool.
Trends, Transitions, and Subgroup Differences on the Pathway to a Family-Sustaining Hourly Wage for Minnesota Students
Author: Brown, Ethan
Date: 2020-04-00
Type: Reports - Research
Subjects: Wages,Education Work Relationship,Educational Attainment,Employment,Graduation,Enrollment,Postsecondary Education,Minority Groups,High School Students,Young Adults,High School Graduates,Public Schools,Geographic Regions,Gender Differences,Racial Differences

There is broad consensus that education and workforce training are closely linked to economic wellbeing. Earning a family-sustaining hourly wage (FSHW) serves as an important indicator of a family's economic well-being. Understanding how individuals achieve a FSHW is key to the work of various stakeholders, including educators, policy makers, non-profits, students, and their families. Thus, researchers have documented key milestones that students must meet on their trajectory from early childhood through adulthood. The Tracing Pathways Study seeks to describe the educational pathways individuals take and to explore whether or not these pathways led individuals to earn a FSHW as an adult. This study utilized a unique dataset, the Minnesota Statewide Longitudinal Education Data System (SLEDS). SLEDS offers researchers access to deidentified, individual-level educational and employment data that spans from kindergarten through employment, making it possible to examine the specific pathways that lead to a FSHW. In Phase 1 of the Tracing Pathways Study, researchers from the Center for Applied Research and Educational Improvement (CAREI) used SLEDS data to examine the educational pathways and economic outcomes of individuals who entered high school (Grade 9) in the 2004-05 school year. The study followed their pathways through 2017, thus encompassing 13 years of their educational and economic histories. In Phase 2 of the study, researchers incorporated data from four additional cohorts who entered high school in 2005-2008, and added newly available wage data through June 2018, in order to broaden the base of research to address the study's research questions. These research questions, which are addressed in this report, are as follows: (1) Trends. Where are the individuals from the identified cohorts currently, in terms of educational attainment, employment, and achievement of a family-sustaining hourly wage? How do these outcomes compare across cohorts?; (2) Transitions. What happened when individuals in the identified cohorts transitioned at key points -- high school graduation/GED, postsecondary enrollment, and employment -- in their pathways from K-12 to postsecondary and the workforce?; and (3) Subgroup Differences. How do pathways differ for minority subgroups that typically see wage gaps, as compared to majority subgroups (e.g., people of color vs. non-people of color)?