ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Practices to Support the Academic and Social-Emotional Needs of Somali Immigrant and Refugee Students. Equity by Design
Author: Sullivan, Amanda L.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Immigrants,Refugees,Student Needs,Foreign Countries,Equal Education,Culturally Relevant Education,Social Development,Emotional Development,Family School Relationship,School Community Relationship,Educational Practices,Student Characteristics,Student Experience

The purpose of this Equity Brief is to highlight the importance of supporting refugee students in the classroom. Educators must be Culturally Competent and aware of their students social, emotional, and academic needs. Understanding the values, norms, funds of knowledge, and lived experiences of all historically marginalized students is important and even more so for students who are refugees. Oftentimes, students who are refugees have experienced many challenging situations including political conflicts, and war. Although this publication focuses on students from Somalia the content is certainly applicable to other groups of student refugees.
Deeper in Debt: Women and Student Loans. Executive Summary and Recommendations
Author: Miller, Kevin
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Student Loan Programs,Females,Paying for College,College Students,Loan Repayment,Higher Education,Gender Differences,Ethnic Groups,Federal Aid,Grants,Minority Group Students,Federal Legislation,Gender Discrimination,Salary Wage Differentials,Race,Ethnicity,African American Students,Asians,White Students,Hispanic American Students,Loan Default,College Graduates,Sex Fairness,Educational Legislation,Civil Rights Legislation

This document provides a summary of and recommendations from the larger report, &quot;Deeper in Debt: Women and Student Loans&quot; (ED580345). Over the course of the past few decades student loans have become an increasingly common means of paying for a college education. Most students who complete a college program now take on student loans, and the amount of student debt that students assume has increased along with the price of attending college. At this time about 44 million borrowers in the United States hold about $1.3 trillion in outstanding student loans. &quot;Deeper in Debt: Women and Student Loans&quot; is intended to offer a broad overview of how student debt became a women's issue and in doing so change the conversation around student debt to include gender-based analysis and solutions. The analysis examines the experiences of women as a diverse population and presents statistics by race and ethnicity as well as other demographics. The report relies heavily on publicly available federal government survey data as well as published studies undertaken by academics and organizations researching the issue of student debt. Chapter 1 of &quot;Deeper in Debt: Women and Student Loans&quot; examines the changing nature of higher education, focusing on women's gains in educational attainment, changes in how higher education is financed, and the implications of student debt. Understanding the origins of the nation's system of higher education and the student debt upon which it relies is crucial to understanding how that system can be improved. Chapter 2 documents the scale of the student debt problem for society and for individuals, focusing on understanding the impact of gender and the debt accrued by women and men of different race/ethnicity groups. The individual consequences of student debt are explored in chapter 3, which addresses the difficulty experienced by women in repaying student loans, as well as the impact of student debt on subsequent financial decision making. Chapter 4 provides concluding findings and recommendations in the hope of changing the conversation around student debt to formulate solutions that address the struggles faced by women. Public policy recommendations and recommendations for institutions are also included.
Deeper in Debt: Women and Student Loans
Author: Miller, Kevin
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Females,Student Loan Programs,College Students,Paying for College,Loan Repayment,Gender Differences,Gender Discrimination,Higher Education,Loan Default,College Graduates,African American Students,Asians,Educational Legislation,Sex Fairness,Federal Legislation,Civil Rights Legislation,Federal Aid,Grants,Salary Wage Differentials,Employed Women,Hispanic American Students,White Students,Race,Ethnicity

Over the course of the past few decades student loans have become an increasingly common means of paying for a college education. Most students who complete a college program now take on student loans, and the amount of student debt that students assume has increased along with the price of attending college. At this time about 44 million borrowers in the United States hold about $1.3 trillion in outstanding student loans. This report is intended to offer a broad overview of how student debt became a women's issue and in doing so change the conversation around student debt to include gender-based analysis and solutions. The analysis examines the experiences of women as a diverse population and presents statistics by race and ethnicity as well as other demographics. The report relies heavily on publicly available federal government survey data as well as published studies undertaken by academics and organizations researching the issue of student debt. Chapter 1 examines the changing nature of higher education, focusing on women's gains in educational attainment, changes in how higher education is financed, and the implications of student debt. Understanding the origins of this nation's system of higher education and the student debt upon which it relies is crucial to understanding how that system can be improved. Chapter 2 documents the scale of the student debt problem for society and for individuals, focusing on understanding the impact of gender and the debt accrued by women and men of different race/ethnicity groups. The individual consequences of student debt are explored in chapter 3, which addresses the difficulty experienced by women in repaying student loans, as well as the impact of student debt on subsequent financial decision making. Chapter 4 provides concluding findings and recommendations in the hope of changing the conversation around student debt to formulate solutions that address the struggles faced by women. [For the executive summary, see ED580344.]
Educator Effectiveness Research Alliance: Using Research and Data to Understand and Improve Educator Preparation and Evaluation
Author: Regional Educational Laboratory Southwest (ED), Educator Effectiveness Research Alliance
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Partnerships in Education,Teacher Improvement,Educational Quality,Teacher Evaluation,Faculty Mobility,Program Design,Program Implementation,Program Evaluation,Pilot Projects,Student Educational Objectives,Teacher Supply and Demand,Access to Education

Research shows that teachers affect student learning more than any other factor. The Educator Effectiveness Research Alliance, a collaborative partnership of educators, policymakers, and researchers, seeks to improve educator quality through research and analytic technical support. Initially focused on Texas, the alliance has expanded to include members from across a five-state region. This flyer highlights the Alliance's priorities and accomplishments.
The Role of Principals in Reducing Teacher Turnover and the Shortage of Teachers. Policy Brief 2018-2
Author: Fuller, Edward J.
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,Faculty Mobility,Teacher Persistence,Teacher Shortage,Work Environment,Teaching Load,Student Characteristics,Academic Achievement,Teacher Student Relationship,Administrator Effectiveness,Instructional Materials

New research has identified teacher working conditions as having a greater effect on teacher turnover than most other factors, including student achievement and student characteristics. Importantly, research has debunked the conventional wisdom that teachers often leave schools because of student characteristics. This brief discusses how teacher working conditions provide an avenue to reduce teacher turnover and lessen the severity of teacher shortages.
Filipino Teachers Sense of Efficacy in Inclusion Classes
Author: Dalanon, Junhel
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Self Efficacy,Inclusion,Rural Schools,Private Schools,Teacher Education,Educational Attainment,Seminars,Cognitive Processes,Teacher Motivation,Cultural Differences,Questionnaires,Self Concept Measures,Data Analysis,Statistical Analysis

Self-efficacy beliefs produce their effects through cognitive, motivational, affective, and elective processes. These processes usually operate in concert rather than on their own. In 2016, cross-sectional survey method to determine the teachers' sense of efficacy (TSE) in inclusion classes was done in a rural, private, basic-education school in the Philippines. Thirty basic education teachers were the respondents of this enquiry. The results suggest that the respondents' professional preparation in terms of highest educational attainment is basic. Seminars and training attended remain below average, which shows the satisfaction of the respondents at limiting the time spent for seminars. A very good cognitive process, motivational process, affective process, and selective process was recorded. There is no significant difference between the respondents' professional preparation and their sense of efficacy. The findings of this study may not corroborate with their results which could mean that some factors that equally affect the TSE and cultural differences should be taken into consideration. This study is intended to supplement the database of self-efficacy research.
Idaho Percentile Results for the SBAC English Language Arts and Mathematics Tests, 2015-2017, Grades 3-8 and 10
Author: Stoneberg, Bert D.
Date: 2018-01-17
Type: Numerical/Quantitative Data
Subjects: Language Arts,Mathematics,Standardized Tests,State Standards,Statistical Analysis,Scores,Academic Achievement,Achievement Tests,Achievement Gains,Graphs,Elementary Secondary Education

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as &quot;percent proficient or above&quot; statistics (i.e., the percentage of Idaho students who performed at the &quot;A&quot; level). This paper illustrates how a traditional normative statistic using scale scores--percentiles--can provide informative descriptions of student achievement trends. The 10th, 25th, 50th, 75th and 90th percentiles for the ISAT 2015, 2016, and 2017 English Language Arts and Mathematics tests for grades 3-8 and 10 were examined. These five percentiles provided an across-the-board look at student achievement (i.e., High, High Average, Average for Grade Level, Low Average, and Low performing students) and at how achievement has changed over time and graphically via boxplots and line graphs. Between 2016 and 2017, Idaho lost 26 percentile points statewide in English language arts but gained three in mathematics. Statewide from 2016 to 2017, the English language arts percentiles of Idaho's High and High Average performing students increased while the percentiles of Idaho's Average, Low Average, and Low performing students decreased. The mathematics percentiles of Idaho's High, High Average, and Average performing students increased while the percentiles of Idaho's Low Average and Low performing students decreased. These achievement trends in terms of percentiles could become an informative element of Idaho's comprehensive accountability system. (Contains 7 references, 2 tables, and 16 figures.)
ePIRLS 2016: International Results in Online Informational Reading
Author: Mullis, Ina V. S.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Tests,Grade 4,Foreign Countries,International Assessment,Reading Achievement,Reading Tests,Gender Differences,Benchmarking,Reading Comprehension,Reading Skills,Reading Instruction,Access to Computers,Elementary School Teachers,Teacher Education,Principals,Experience,Computer Assisted Instruction,Learner Engagement,Student Attitudes,Self Esteem,Educational Technology,Technology Uses in Education,Self Efficacy,Technological Literacy,Electronic Publishing,Family Environment

The Internet has become the primary source for obtaining information at work, at home, and for school. Because Internet reading increasingly is becoming one of the central ways students are acquiring information, in 2016, the Progress in International Reading Literacy Study (PIRLS) was extended to include ePIRLS--an innovative assessment of online reading. ePIRLS is a computer-based assessment that uses an engaging, simulated Internet environment to present fourth grade students with authentic school-like assignments involving science and social studies topics. The &quot;ePIRLS 2016 International Results in Online Informational Reading&quot; includes four chapters or sections providing numerous exhibits summarizing student achievement on ePIRLS compared to PIRLS overall and at the PIRLS 2016 International Benchmarks. Results also are presented in relation to students' home and school contexts for learning to read online.
Methods and Procedures in PIRLS 2016
Author: Martin, Michael O., Ed.
Date: 2017-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Achievement Tests,Grade 4,International Assessment,Reading Tests,Reading Achievement,Sampling,Test Construction,Questionnaires,Research Methodology,Quality Assurance,Data Collection,Databases,Statistics,Test Items,Scaling,Educational Technology,Technology Uses in Education,Electronic Publishing,Computer Assisted Testing

&quot;Methods and Procedures in PIRLS 2016&quot; documents the development of the Progress in International Reading Literacy Study (PIRLS) assessments and questionnaires and describes the methods used in sampling, translation verification, data collection, database construction, and the construction of the achievement and context questionnaire scales. In particular, &quot;Methods and Procedures&quot; documents the numerous quality assurance steps and procedures implemented by all those involved in the PIRLS 2016 assessments, including the TIMSS &amp; PIRLS International Study Center, IEA Amsterdam and IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries and benchmarking entities. This report contains four sections and fourteen chapters. Section 1, Instrument Development, contains the following chapters: (1) Developing the PIRLS 2016 Achievement Items (Ina V. S. Mullis and Caroline O. Prendergast); and (2) Developing the PIRLS 2016 Context Questionnaires (Martin Hooper and Bethany Fishbein). Section 2, Sampling, contains the following chapters: (3) Sample Design in PIRLS 2016 (Sylvie LaRoche, Marc Joncas, and Pierre Foy); (4) Estimating Standard Errors in the PIRLS 2016 Results (Pierre Foy and Sylvie LaRoche); and (5) Sample Implementation in PIRLS 2016 (Sylvie LaRoche and Pierre Foy). Section 3, Data Collection Procedures, contains: (6) Survey Operations Procedures in PIRLS 2016 (Ieva Johansone); (7) Translation and Layout Verification for PIRLS 2016 (David Ebbs and Erin Wry); (8) Quality Assurance Program for PIRLS 2016 (Ieva Johansone and Erin Wry); and (9) Creating the PIRLS 2016 International Database (Sebastian Meyer, Mark Cockle, and Milena Taneva). Section 4, Reporting, contains: (10) Reviewing the PIRLS 2016 Achievement Item Statistics (Pierre Foy, Michael O. Martin, Ina V. S. Mullis, and Liqun Yin); (11) PIRLS 2016 Achievement Scaling Methodology; (12) Scaling the PIRLS 2016 Achievement Data (Pierre Foy and Liqun Yin); (13) Using Scale Anchoring to Interpret the PIRLS and ePIRLS 2016 Achievement Scales (Ina V. S. Mullis and Caroline O. Prendergast); and (14) Creating and Interpreting the PIRLS 2016 Context Questionnaire Scales (Michael O. Martin, Ina V. S. Mullis, Martin Hooper, Liqun Yin, Pierre Foy, Bethany Fishbein, and Jenny Liu). [Individual chapters contain references.]
Getting Ready for Kindergarten: Children&apos;s Progress during Head Start. FACES 2009 Report. OPRE Report 2013-21a
Author: Aikens, Nikki
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Readiness,Early Intervention,At Risk Students,Family Environment,Child Development,Program Effectiveness,Parent Background,Educational Attainment,Employment Level,Cognitive Development,Socioeconomic Status,Language Acquisition,Emergent Literacy,English,Language Skills,Social Development,Emotional Development,Physical Development,Child Health,Body Weight,Disabilities,Children,Experience,Surveys,Family (Sociological Unit),Preschool Education,Achievement Tests,Longitudinal Studies,Intelligence Tests,Vocabulary,Verbal Ability,English Language Learners

This brief report focusing on children' s kindergarten readiness i s the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 ( Hulsey et al. 2011) and, in spring 2010, at the end of one year in the program (Moiduddin et al. 2012). This brief report describes the family backgrounds and developmental outcomes of children as they completed the Head Start program and also describes progress in children's outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program before entering kindergarten in the fall. Findings include: (1) With the exception of letter-word knowledge, children assessed in English score below norms across language, literacy, and math measures at both Head Start entry and exit. However, children make progress toward norms across areas, and they score at the norm on letter-word knowledge at program exit; (2) Teachers report that children show growth in their social skills from program entry to exit, and they also rate children as having fewer problem behaviors by program exit, as well as more positive approaches to learning and stronger executive functioning skills; and (3) There are no changes in children's body mass index (BMI) between the beginning and end of the program, nor are there differences in parent reports of children's general health status between program entry and exit. The majority of children are reported by their parents as being in excellent or very good health at Head Star t entry and exit. Using criteria set by the Centers for Disease Control and Prevention, about one-third of children are over weight or obese at Head Start entry and exit.
The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. CEPA Working Paper No. 16-01
Author: Dee, Thomas
Date: 2016-01-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Ethnic Studies,Secondary School Curriculum,High Schools,Instructional Effectiveness,Grade 9,High School Students,Attendance,Grade Point Average,Credits,At Risk Students,Minority Group Students,Regression (Statistics),Statistical Analysis

An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with the cultural experiences of minority students. Ethnic studies courses provide a growing but controversial example of such &quot;culturally relevant pedagogy.&quot; However, the empirical evidence on the effectiveness of these courses is limited. In this study, we estimate the causal effects of an ethnic studies curriculum piloted in several San Francisco high schools. We rely on a &quot;fuzzy&quot; regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course in ninth grade. Our results indicate that assignment to this course increased ninth-grade student attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects are consistent with the hypothesis that the course reduced dropout rates and suggest that culturally relevant teaching, when implemented in a supportive, high-fidelity context, can provide effective support to at-risk students.
Digital Learning Compass: Distance Education State Almanac 2017
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Enrollment,Public Colleges,Private Colleges,Proprietary Schools,Enrollment Trends,Institutional Characteristics,School Size,Undergraduate Students,Graduate Students,Geographic Location,On Campus Students,Two Year Colleges,Educational Technology,Technology Uses in Education

The Distance Education State Almanac 2017 reveals very different patterns of distance enrollments among the 50 states. This publication, which includes information for all 50 states, and the accompanying 50 individual state reports, provide the first-ever detailed examination of the state-level differences in distance education. This report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey. The sample for this analysis is comprised of all active, degree-granting institutions of higher education in the United States that are open to the public. The focus of this report is the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014 and fall 2015 terms. Results from the national overview show in higher education, 29.7% of all students are taking at least one distance course. The total distance enrollments are composed of 14.3% of students (2,902,756) taking exclusively distance courses and 15.4% (3,119,349) who are taking a combination of distance and nondistance courses. Findings reveal that: (1) overall higher education enrollments are down; (2) most distance enrollments are at larger institutions; (3) distance education enrollment growth is increasing; (4) public institutions host two-thirds of all distance learners; and (5) distance enrollments are primarily undergraduate. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group.]