ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study
Author: Tyner, Adam
Date: 2020-09-00
Type: Reports - Research
Subjects: Social Studies,Reading Comprehension,Children,Longitudinal Studies,Surveys,Elementary School Students,Teaching Methods,Time on Task,Socioeconomic Status,Native Language,Family Environment,Gender Differences,Time Factors (Learning),Reading Improvement

Curriculum experts have long argued that adopting content-rich language arts curricula would help to remedy the knowledge deficit. Another approach is simply to devote more classroom time to subjects like science and social studies. It is an open question whether more time spent on such content-rich subjects in elementary school classrooms might positively impact students' reading progress over time. With two-thirds of American fourth and eighth graders failing to read proficiently--and far worse outcomes for students from disadvantaged backgrounds--improving the reading ability of young students could hardly be a more urgent priority for our elementary schools. Over decades of education reform, literacy levels have barely budged, which raises questions about whether classroom time is being put to the best use. To help understand how classroom time is currently spent in U.S. elementary schools and how it might be better utilized, this study uses nationally representative data to address the following question: How does the distribution of instructional time across subjects relate to students' reading growth? More specifically, the report addresses the following three questions: (1) How does the amount of classroom time spent on different subjects--including English language arts (ELA), math, science, social studies, and other subjects--differ across elementary classrooms? (2) Do students in classrooms who spend more time on certain subjects make greater progress in reading during their elementary school years than students who spend less time in these subjects? and (3) Do the effects of different uses of instructional time vary by key student factors such as socioeconomic status, home language environment, and gender?
Baccalaureate and Beyond (B&amp;B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007-08 College Graduates. First Look--Summary. NCES 2021-241
Author: Cominole, Melissa
Date: 2021-01-00
Type: Reports - Research
Subjects: Bachelors Degrees,College Graduates,Undergraduate Students,Socioeconomic Status,Employment Level,Ownership,Real Estate,Student Characteristics,Student Financial Aid,Student Loan Programs,Loan Repayment,Graduate Study,Unemployment,Salaries,Occupations,Kindergarten,Elementary Secondary Education,Money Management,Investment,Educational Attainment,Gender Differences,Majors (Students),Institutional Characteristics

The Baccalaureate and Beyond (B&amp;B) series of data collections allows researchers to address questions regarding bachelor's degree recipients' undergraduate experiences, including their participation in various financial aid programs, student loan debt and repayment of that debt; entrance into and progress through postbaccalaureate education; and employment, particularly for graduates who became elementary or secondary teachers. This summary report presents selected findings from the full report about the employment and educational outcomes of bachelor's degree recipients 10 years after they completed their degrees. These findings are based on data from the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/18). B&amp;B:08/18 is the third follow-up in a nationally representative longitudinal study of students who completed the requirements for a bachelor's degree during the 2007-08 academic year. The first follow-up (ED521881) was conducted in 2009, one year after their graduation. The second follow-up (ED545531) was conducted in 2012, four years after their graduation. This third follow up, conducted in 2018, explores labor market experiences, financial aid debt and repayment, and postbaccalaureate enrollment through the 10th year after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status. [For the full report, see ED609932.]
The Effects of Educational Supports for the &quot;Missing One-Offs&quot; in Vocational High Schools. CEPA Working Paper No. 20-07
Author: Dee, Thomas S.
Date: 2020-07-00
Type: Reports - Research
Subjects: Vocational High Schools,College Preparation,Low Income Students,High Achievement,High School Students,Academic Education,Social Emotional Learning,Foreign Countries,Program Effectiveness,Academic Achievement,Graduation,College Entrance Examinations,Colleges,Selective Admission,College Admission

A growing body of evidence suggests that vocationally focused programs of study substantially improve high-school completion and longer-run economic success. However, the corresponding recommendations to expand vocational programs may have unintended, negative consequences for low-income, academically successful students (i.e., the &quot;missing one offs&quot;) who have the capacity and motivation to attend highly selective universities. This study contributes to our understanding of these issues by examining an innovative, college-preparatory program targeted to academically successful Chilean students attending vocational high schools serving lower-income communities. This program (Escuela Desarrollo de Talentos or EDT) provides academic and social-emotional supports aligned with admission to selective universities. We examine the educational effects of EDT participation using a fuzzy regression-discontinuity design based on its eligibility rules. We find that the EDT program did not increase the probability of graduating from high school but did increase performance in math courses. We also find corresponding evidence suggesting that EDT participation increased math performance on college entrance exams and shifted students away from further postsecondary vocational training and towards matriculation at elite universities.
The Impacts of Homelessness Prevention and Rapid Rehousing on Homeless and Highly Mobile Students. CEPA Working Paper No. 20-08
Author: Dizon-Ross, Elise
Date: 2020-07-00
Type: Reports - Research
Subjects: Homeless People,Prevention,Student Mobility,Housing,Urban Schools,Program Effectiveness,Attendance,Student Behavior,Behavior Problems,Elementary School Students,Middle School Students,High School Students

Despite the recent dramatic rise in student homelessness in the U.S., little research evidence exists on the effects of homelessness programs and interventions on students and young people. This paper examines the effects of a homelessness prevention and rapid rehousing program--which combines temporary rental subsidies with light-touch case management--on homeless and highly mobile students in a large urban school district. By linking detailed district administrative data with programmatic data, I create a novel dataset that allows me to estimate impacts to students in the immediate weeks and months following exposure to the rehousing intervention. Specifically, I use generalized and event study difference-in-differences models to estimate within-student differences in district and school mobility, attendance, and behavioral outcomes before and after beginning participation in the program. I find that the treatment improves student behavior, significantly reducing the likelihood of students having multiple behavioral incidents in a month, but increases students' absence rates and chronic absenteeism, particularly for students who are rehoused outside the city proper but remain enrolled in the central district. These results highlight both the positive impacts of this type of intervention, as well as unintended consequences, raising questions around the priorities and inherent tradeoffs of rehousing programs.
Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of &quot;INSIGHTS&quot;
Author: McCormick, Meghan P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Intervention,Interpersonal Competence,Mathematics Skills,Language Skills,Language Arts,Standardized Tests,Scores,Elementary School Students,Mathematics Achievement,Outcomes of Education,Low Income Students,Attention Control,Mathematics Tests,Social Emotional Learning

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behaviors. Although meta-analytic research has shown that SEL programs implemented in early childhood can improve academic and behavioral outcomes in the short-term, there is limited work examining program effects on children's math and language skills in the longer-term. Moreover, few studies have considered variation in impacts by children's pre-intervention academic skills. Using an experimental design, the current study leveraged administrative data available through school records (N = 353) to examine the impacts of one SEL program--&quot;INSIGHTS into Children's Temperament&quot;--implemented in early elementary school on math and language standardized test scores from third through sixth grade. Findings revealed positive average treatment effects on English/Language Arts (ELA) test scores in third and fourth grade, but not in fifth and sixth grade. Students who had higher academic skills at study enrollment showed lasting impacts on ELA scores in fourth, fifth, and sixth grade. There were no treatment impacts on math skills, and no variation in effects on math achievement by baseline skills. Implications are discussed. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness.&quot;]
Emotional ABCs Accelerates Social and Emotional Learning among First and Second Grade Students
Author: Ehret, Phillip
Date: 2020-09-22
Type: Reports - Research
Subjects: Social Emotional Learning,Grade 1,Grade 2,Elementary School Students,Program Effectiveness,Elementary School Curriculum

Social and emotional learning (SEL) is a critical developmental process where children acquire and develop the skills, knowledge, and attitudes necessary to manage emotions, develop and maintain relationships, and make appropriate decisions. The purpose of this evaluation was to examine how the Emotional ABCs Program increased students' social-emotional competence. Emotional ABCs is an SEL program designed to help children in kindergarten through third grade develop age-appropriate SEL skills and abilities. The study included 473 students in first and second grade at eight different elementary schools, in 22 different classrooms across the United States. SEL scores were measured at two time points approximately eight months apart, before and after the timeframe in which students participated in the Emotional ABCs Program. All students' SEL scores increased between the two measurement time-points, and importantly, students who participated in the Emotional ABCs Program significantly increased their SEL scores by approximately five more points than students who did not participate.
New York State Testing Program: English Language Arts and Mathematics Tests. School Administrator&apos;s Manual, 2020. Grades 3-8
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - General
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Elementary School Students,Middle School Students,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Test Reliability,Language Arts,Tests,Students with Disabilities,English Language Learners

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This &quot;School Administrator's Manual&quot; serves to guide school administrators in general test administration activities for both paper- and computer-based testing. This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. [Cover title varies: &quot;Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2020 Edition.&quot; For the 2019 manual, see ED609945.]
New York State Testing Program: English Language Arts and Mathematics Tests. School Administrator&apos;s Manual, 2019. Grades 3-8
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - General
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Elementary School Students,Middle School Students,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Test Reliability,Language Arts,Tests,Students with Disabilities,English Language Learners

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This &quot;School Administrator's Manual&quot; serves to guide school administrators in general test administration activities for both computer-based testing (CBT) and paper-based testing (PBT). This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ administration system for CBT. [Cover title varies: &quot;Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2019 Edition.&quot;]
Effectively Implementing Gifted Education for Overlooked Students in PA: Examination and Recommendations for Modification of PA. Code 22 Ch. 16
Author: Grier, Jade E.
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Gifted Education,Academically Gifted,Elementary Secondary Education,State Regulation,Educational History,Educational Change,Disproportionate Representation,Minority Group Students,Low Income Students,School Effectiveness

The National Association for Gifted Children identifies children as &quot;…those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).&quot; The Pennsylvania Department of Education defines mentally gifted as possessing &quot;outstanding intellectual and creative ability, the development of which requires specially-designed programs or support services, or both, not ordinarily provided in the regular education program.&quot; As a mentally gifted student who was k-12 educated in the Philadelphia Public School system I am choosing to look in depth at PA Code 22 Section 16: Gifted Education. This portion of school policy is unfamiliar to many families and educators simply because the products of the code, such as specialized staff, classes and resources are considered &quot;over budget&quot; resources that their schools cannot afford for their students.
2015-16 Undergraduate Degree Earners Report: First-Time Graduates and Graduates with Prior Awards
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Academic Degrees,Age Differences,Credentials,Educational Certificates,Masters Degrees,Educational Background,Institutional Characteristics,Public Colleges,Private Colleges,Proprietary Schools,Colleges,Gender Differences,Two Year Colleges,College Graduates

The &quot;Undergraduate Degree Earners Report,&quot; published annually by the National Student Clearinghouse Research Center, provides counts of first-time graduates and graduates with prior awards by institutional sector, award level, age group, and gender. This report provides data on: (1) Number of First-Time Graduates and Graduates with Prior Awards; (2) Number of First-Time Graduates by Age Group; (3) Distribution of Undergraduate Degree Earners by Prior Award Status; (4) Bachelor's Degree Earners - Distribution of Prior Awards; (5) Associate Degree Earners - Distribution of Prior Awards; (6) Undergraduate Degree Earners by Level of Prior Award; (7) Count of First-Time Graduates Earning Bachelor's Degrees by Gender, Age, and Institutional Sector; (8) First-Time Graduates Earning Bachelor's Degrees as Percentage of All Bachelor's Degree Earners by Gender, Age, and Sector; (9) Count of First-Time Graduates Earning Associate Degrees by Gender, Age, and Sector; (10) First-Time Graduates Earning Associate Degrees as Percentage of All Associate Degree Earners by Gender, Age, and Sector; (11) Count of First-Time Graduates Earning Certificates by Gender, Age, and Sector; and (12) First-Time Graduates Earning Certificates as Percentage of All Certificate Earners by Gender, Age, and Sector.
2016-17 Undergraduate Degree Earners Report: First-Time Graduates and Graduates with Prior Awards
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Academic Degrees,Age Differences,Credentials,Educational Certificates,Masters Degrees,Educational Background,Institutional Characteristics,Public Colleges,Private Colleges,Proprietary Schools,Colleges,Gender Differences,Two Year Colleges,College Graduates

The &quot;Undergraduate Degree Earners Report,&quot; published annually by the National Student Clearinghouse Research Center, provides counts of first-time graduates and graduates with prior awards by institutional sector, award level, age group, and gender. This report provides data on: (1) Number of First-Time Graduates and Graduates with Prior Awards; (2) Number of First-Time Graduates by Age Group; (3) Distribution of Undergraduate Degree Earners by Prior Award Status; (4) Bachelor's Degree Earners - Distribution of Prior Awards; (5) Associate Degree Earners -Distribution of Prior Awards; (6) Undergraduate Degree Earners by Level of Prior Award; (7) Count of First-Time Graduates Earning Bachelor's Degrees by Gender, Age, and Institutional Sector; (8) First-Time Graduates Earning Bachelor's Degrees as Percentage of All Bachelor's Degree Earners by Gender, Age, and Sector; (9) Count of First-Time Graduates Earning Associate Degrees by Gender, Age, and Sector; (10) First-Time Graduates Earning Associate Degrees as Percentage of All Associate Degree Earners by Gender, Age, and Sector; (11) Count of First-Time Graduates Earning Certificates by Gender, Age, and Sector; and (12) First-Time Graduates Earning Certificates as Percentage of All Certificate Earners by Gender, Age, and Sector. [For the previous year's report, see ED609947.]
2017-18 Undergraduate Degree Earners Report: First-Time Graduates and Graduates with Prior Awards
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Academic Degrees,Age Differences,Credentials,Educational Certificates,Masters Degrees,Educational Background,Institutional Characteristics,Public Colleges,Private Colleges,Proprietary Schools,Nonprofit Organizations,Colleges,Gender Differences,Two Year Colleges

The &quot;Undergraduate Degree Earners Report,&quot; published annually by the National Student Clearinghouse Research Center, provides counts of first-time graduates and graduates with prior awards by institutional sector, award level, age group, and gender. This report provides data on: (1) Number of First-Time Graduates and Graduates with Prior Awards; (2) Number of First-Time Graduates by Age Group; (3) Number of First-Time Graduates by Credential Type; (4) Percent Change in Number of First-Time Degree Recipients, 2012-13 to 2017-18, by Credential Type and Age of Recipient; (5) Distribution of Undergraduate Degree Earners by Prior Award Status; (6) Bachelor's Degree Earners - Distribution of Prior Awards; (7) Associate Degree Earners-Distribution of Prior Awards; (8) Bachelor's Degree Earners Aged 40 and Above - Distribution of Prior Awards; (9) Associate Degree Earners Aged 40 and Above - Distribution of Prior Awards; (10) Undergraduate Degree Earners by Level of Prior Award; (11) Count of First-Time Graduates Earning Bachelor's Degrees by Gender, Age, and Institutional Sector; (12) First-Time Graduates Earning Bachelor's Degrees as Percentage of All Bachelor's Degree Earners by Gender, Age, and Sector; (13) Count of First-Time Graduates Earning Associate Degrees by Gender, Age, and Sector; (14) First-Time Graduates Earning Associate Degrees as Percentage of All Associate Degree Earners by Gender, Age, and Sector; (15) Count of First-Time Graduates Earning Certificates by Gender, Age, and Sector; and (16) First-Time Graduates Earning Certificates as Percentage of All Certificate Earners by Gender, Age, and Sector. [For the previous year's report, see ED609948.]
Dual Identification? The Effects of English Learner Status on Special Education Placement. CEPA Working Paper No. 20-09
Author: Murphy, Mark
Date: 2020-09-00
Type: Reports - Research
Subjects: English Language Learners,Special Education,Student Placement,Students with Disabilities,Urban Schools,Kindergarten,Elementary School Students,Disability Identification,Disproportionate Representation

This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over seven years. Our regression discontinuity estimates consistently differ substantively from results generated through regression analyses. We find evidence that the effect of EL status on SPED placement was either null or tied to slight under-identification. Our results suggest that under-identification occurred two years after EL classification. We also find that EL status led to under-identification for Spanish speakers and proportionate representation for Mandarin/Cantonese speakers and speakers of all other languages. [Additional funding was provided by the California Education Partners.]