ethanporcaro/eric-fulltext-meta huggingface dataset:
Human Resource Management at Madrasah Ibtidaiyah Nur Riska Lubuklinggau: Overview of Procedure Recruitment and Personnel Selection
Author: Susanti, Susi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Human Resources,Labor Force Development,Foreign Countries,Religious Schools,Teacher Recruitment,Teacher Selection,Teacher Qualifications,Psychological Testing,Employment Interviews

The progress of an organization depends on the good and bad quality of human resources in Madrasah Ibtidaiyah. To obtain the good quality of human resources, it is determined during the recruitment and selection process. This research on recruitment and selection of resource management uses qualitative methods, the results show that recruitment and selection is the first step for an organization to recruit human resources according to the required formation. The recruitment and selection implemented at Madrasah Ibtidaiyah Nur Riska Lubuklinggau as a Madrasa under the auspices of the Warohmah foundation has carried out recruitment and selection according to the proper standards. The foundation's management will carry out a recruitment plan that includes analyzing the needs of teachers and education personnel, determining the qualifications specified, and determining the sources and recruitment methods to be used in the process of recruiting and selecting teachers and education personnel. Administrative selection is then carried out following the planning phase of the recruiting procedure, written and unwritten selection, psychological tests and interviews. The final process of recruitment and selection is the announcement of graduation and appointment as teachers and education personnel at Madrasah Ibtidaiyah Nur Riska LubukLinggau.
Reading Effect Sizes for All Students, Female Students, and Male Students in Grades K-3 on the Idaho Reading Indicator (IRI) from 2019 to 2022
Author: Stoneberg, Bert D., Jr.
Date: 2022-08-22
Type: Reports - Research
Subjects: Kindergarten,Young Children,Primary Education,Reading Achievement,Reading Tests,Reading Skills,State Legislation,Reading Fluency,Reading Instruction,Effect Size,Gender Differences

In education research, statistical significance and effect size are 2 sides of 1 coin; they complement each other but they do not substitute for each other. This descriptive study, however, was limited to effect size only because years of experience with Idaho statewide student samples of up to 24,000 the rare outcomes has been t-tests with &quot;not significant&quot; results. The Idaho State Department of Education supplied the spring state-level student results from the Idaho Reading Indicator (IRI) for 2019, 2021, and 2022, including the number of students, mean scale score, and standard deviation for All Students, Female Students, and Male Students, in grades K-3. IRI data were not collected in 2020 because schools were in a statewide COVID lockdown. A Cohen d effect size coefficient was computed for each of the 12 student-grade groups. The IRI Cohen d effect sizes were considerably smaller than reported for studies in other research fields. However, the most informative interpretation occurred when the effect size was compared to other effects involving the same variables, the IRI. Recognizing the &quot;magnifying glass&quot; effect on enlarging objects while keeping their relative magnitudes, the Cohen d coefficients were multiplied by 1,000 enabling easier comparisons of their magnitude by dropping the zeros before and after the decimal point. Findings were reported by [1] effect size for 2019-21 (impact of lockdown followed by chaotic year) where every student-grade group lost ground; [2] effect size for 2021-22 (year of recovery) where every student-grade group except Female Students in Grade 1 had gains; and [3] effect size from 2019 (baseline) to the 2022 (end of first year of recovery) where all three student-groups in grades K, 2, and 3 finished above the baseline, and all three student-groups in Grade 1 finished below the baseline.
School Turnaround Report. Report to the Education Interim Committee
Author: Lang, Max
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,State Boards of Education,Charter Schools,School Districts,Low Achievement

In the School Turnaround and Leadership Development program, the Utah State Board of Education (Board) annually identifies low-performing district and charter schools: those that have been in the bottom three percent for two consecutive years. The school board or charter school authorizer of the low-performing school establishes a school turnaround committee which, in partnership with the school, selects one of the contracted independent school turnaround providers. Contracts with providers are for three years and the provider works with the committee to develop and implement a school turnaround plan. The first cohort of turnaround schools (26 schools) were designated in the fall of 2015 and have completed the three years of turnaround. The second cohort of turnaround schools (five schools), designated in the fall of 2017, have begun the improvement process. Data on both cohorts are presented in this report.
Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) Report. Report to the Education Interim Committee [2021]
Author: Hernandez, Jimmy
Date: 2021-02-00
Type: Reports - Research
Subjects: Preschool Education,Emergent Literacy,Preschool Children,Program Effectiveness,Program Implementation,Outcomes of Education,School Readiness,Computer Assisted Instruction,Educational Technology,Literacy Education

The Waterford Institute recognizes that nearly half of the country's 4-years-olds face socioeconomic barriers that keep them from early education. Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by Waterford to prepare young children for school entry and future academic success. The program offers in-home, early education access to families who are unserved and often lower income by providing support, technology, and internet where needed. The Evaluation and Training Institute (ETI), has prepared this report for the Utah State Board of Education (USBE) to document UPSTART's eleventh year of implementation with students enrolled during the 2019-2020 program year. Among the key findings are: (1) Beginning in the 2019-2020 program year, the graduation requirement was raised from 16.67 total hours to 25 hours. With this new criterion, 80% of the students in Cohort 11 successfully graduated from the program; (2) Students in Cohort 11 used the UPSTART program for an average of 46 hours during the program year. Students who were UPSTART graduates used the program for an average of 53 hours; and (3) As seen in previous years, children who did not graduate were more likely to have parents with lower levels of education, be members of an underrepresented racial or minority group, have parents who were not married, and have higher levels of household poverty than children who graduated and completed the UPSTART program. [For the 2020 report, see ED622108.]
Third Follow-Up Survey Composite Variables. Technical Report. National Longitudinal Study Sponsored Reports Series
Author: Peng, Samuel S.
Date: 1980-03-00
Type: Historical Materials
Subjects: Test Items,Questionnaires,High School Students,Student Characteristics,Personality Traits,Student Attitudes,Student Satisfaction,Training,Job Satisfaction,Volunteers,Activism,Consumer Education,Quality of Life,Political Issues,Graduate Study,College Choice,Social Science Research,Educational Research,Validity,Reliability,Program Effectiveness,Educational Quality

The primary purpose of this study is to develop composite variables for several sets of items included in the Second and Third Follow-Up Questionnaires of the National Longitudinal Study of the High School Class of 1972 (NLS). The need for this study is derived from the following considerations: (1) reduction of data dimensions, and (2) provision of reliable measures of some psychological traits and social behaviors. Data from the National Longitudinal Study are continually being used by researchers in the social sciences and education. In order that researchers may more parsimoniously analyze certain response groups, and in order that future NLS instrumentation may be improved, the construction of composite variables (linear combinations of specified related questionnaire responses) was undertaken in this research. Fourteen composite variables were generated as a result of this activity, and their composition and statistical characteristics are the subject of this report. The composites derived stem from the seven general areas from the NLS: satisfaction with education and training, satisfaction with work, voluntary participation or &quot;activism&quot;, consumerism, perceived quality of life, political participation, and factors in choosing a graduate school. With a few exceptions, the composite variables produced reliability and discriminant validity favorable to their use in social science and educational research.
Evaluation of Reading Apprenticeship across the Disciplines (RAAD): Effective Secondary Teaching and Learning through Literacy Leadership
Author: Pyatigorsky, Mikhail
Date: 2019-12-00
Type: Reports - Research
Subjects: Professional Development,Literacy,Interdisciplinary Approach,Reading Comprehension,Academic Achievement,Reading Programs,Apprenticeships,Partnerships in Education,Educational Assessment,Grade 7,Grade 8,Middle School Teachers,Program Effectiveness

Reading Apprenticeship is a model of academic literacy instruction designed by the Strategic Literacy Initiative (SLI) at WestEd to improve student literacy skills and academic achievement. Based on understandings of the close relationship between curricular reform and professional development, Reading Apprenticeship includes an instructional framework and associated professional development model for secondary and post-secondary teachers across the academic subject areas. Teachers across the subject areas learn how to build student capacities to carry out intellectually engaged reading, make meaning, acquire academic and disciplinary language, read independently, and set personal goals for literacy development. In 2015, the U.S. Department of Education awarded SLI a three-year Supporting Effective Educator Development (SEED) grant to disseminate Reading Apprenticeship professional learning through the Reading Apprenticeship Across the Disciplines (RAAD) project, a cross-disciplinary blended model of Reading Apprenticeship. Through RAAD, WestEd served 2,240 teachers from 570 schools in 6 states (California, Illinois, Michigan, New York, Texas, and Wisconsin). As part of the grant, IMPAQ International conducted an independent evaluation of RAAD effectiveness. This report presents findings from the randomized controlled trial conducted in California, New York, Texas, and Wisconsin. The impact evaluation employed a group-randomized controlled trial (RCT) in which 40 middle schools from 6 blocks, labeled A through F, were randomly assigned to a treatment group (19 schools), which received the RAAD intervention; or a control group (21 schools), which was set to receive delayed professional development. Grade 7 or 8 English Language Arts (ELA), science, and social studies teachers recruited from treatment schools received the RAAD professional development and ongoing support during the 2016-18 study period, while control schools conducted business as usual. Two years of data were collected from the study schools. Findings from this study demonstrate the success of the RAAD project in offering teachers professional learning and support to scale to help them change their instructional practices to foster metacognitive inquiry, increase class time spent reading, and encourage use of collaboration and reading strategies by students. These findings were accompanied by significant reduction in traditional teacher practices and are consistent with positive findings from other studies of Reading Apprenticeship. However, this study also shows that this iteration of the Reading Apprenticeship fell short of improving student literacy and achievement as measured by standardized assessments.
Projections of Non-English Language Background and Limited English Proficient Persons in the United States to the Year 2000. Executive Summary. Contractor Report. NCES 81-110
Author: Oxford, Rebecca
Date: 1981-02-00
Type: Historical Materials
Subjects: Limited English Speaking,Age Differences,Geographic Location,Language Usage,English (Second Language),Undocumented Immigrants,Refugees,Immigrants,Population Trends,Asian Americans,Hispanic Americans,Spanish

The non-English language background (NELB) population is projected to increase from 28 million persons in 1976 to 30 million in 1980, 34.7 million in 1990, and 39.5 million in the year 2000. The total number of limited English proficient (LEP) children ages 5-14 estimated for 1976 is 2.5 million, with a drop to 2.4 million in 1980 and a gradual increase to 2.8 million in 1990 and 3.4 million in 2000. The study's purpose was to make demographic projections of the LEP population in the United States for the years 1980, 1985, 1990, 1995, and 2000, using 1976 as the base year. NELB projections were also made because they are a prerequisite for LEP projections. The results represent the only in-depth information about numbers of LEP persons by age, state, and language group to date. [InterAmerica Research Associates, Inc. and its subcontractor, Westat, Inc., conducted the study for the National Center for Education Statistics (NCES).]
The State of Higher Education for Latinx and Black Angelenos. California Colleges and Universities
Author: Reddy, Vikash
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: College Students,Hispanic American Students,African American Students,College Bound Students,Two Year College Students,Community Colleges,Time to Degree,College Readiness,Enrollment,COVID-19,Pandemics,Educational Attainment

Ensuring equity in higher education access and success for Black and Latino Californians requires building and maintaining robust pathways from Los Angeles' high schools to its colleges and universities. In this report, the authors note that California's high schools, community colleges, and public four-year universities have increased enrollment and support for Black and Latinx students who seek associate and bachelor's degrees. However, the challenges associated with the COVID-19 global pandemic threaten to offset and undo years of improvements for California's high schools and community colleges. [This report was written with research and data assistance from David Salman. Great Public Schools Now provided support for this report.]
Extreme Measures: A National Descriptive Analysis of Closure and Restructuring of Traditional Public, Charter, and Private Schools. Policy Brief
Author: Harris, Douglas N.
Date: 2022-05-24
Type: Reports - Research
Subjects: School Closing,Educational Change,Public Schools,Charter Schools,Private Schools,School Restructuring,Statistical Analysis,Predictor Variables

This study provides the first analysis of closure and restructuring trends for essentially all schools nationwide over the past 30 years. We analyze the annual closure and restructuring rates of all schools across the United States, how these rates changed over time, and what factors predict closure and restructuring. [For the Technical Report, see ED622010.]
New Teachers in the Job Market -- 1985 Update. OERI Bulletin
Author: Center for Education Statistics (ED/OERI)
Date: 1987-04-00
Type: Historical Materials
Subjects: Teacher Supply and Demand,Beginning Teachers,Labor Market,Teacher Employment,Teacher Qualifications,Teacher Certification,Teacher Salaries,Bachelors Degrees,Employment Level

Numerous concerns about the supply of qualified teachers have been voiced by public and private administrators during recent years. Whether the supply of qualified teachers is adequate can be determined only by examining both the supply of teachers and the demand for teachers. This report provides information about one source of teachers, namely individuals who received a bachelor's degree in the 1983-1984 academic year and became newly qualified to teach in the ensuing year. Although the total number of bachelor's degree recipients in 1983-1984 increased 6 percent since 1976-1977, the proportion of graduates who became eligible or certified to teach showed a sharp decline during this time period. The relationship between field of qualification and the field of teaching is based on information gathered from teachers who obtained jobs within a year of being out of school. It suggests a great deal of mismatching between the resources available (teachers who are newly eligible, certified, or both) for classroom teaching and the actual utilization of these resources in the classroom.
Tracking the June 2020 Key Stage 4 Cohort: Progression to Post-16 Study. Research Report
Author: Vidal Rodeiro, Carmen
Date: 2022-03-22
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Secondary School Students,Achievement Tests,Exit Examinations,Comparative Analysis,Academic Achievement,COVID-19,Pandemics,Student Characteristics,Educational Objectives,Standards,Grades (Scholastic),Databases,Institutional Characteristics,Evaluation Methods,Disadvantaged,Socioeconomic Status,Academic Persistence,Withdrawal (Education),Foreign Countries

This research will investigate the impact of awarding centre assessment grades (CAGs) on the education system. The focus will be on the progression to post-16 study of the students who sat General Certificate of Secondary Education (GCSE) and/or other Level 1/2 qualifications in June 2020. The uptake of qualifications/subjects taken during the first year of Key Stage 5 will be studied and compared to the progression of students in a previous cohort (those achieving qualifications in June 2019, pre-pandemic). This work will be a first look at the progression (with a focus on uptake) of the June 2020 Key Stage 4 cohort. Once Key Stage 5 results for this cohort become available (for most students after the June 2022 exam session), retention and performance can be investigated. As it has been suggested that the pandemic has affected some groups of learners more than others (Cullinare and Montacute, 2020; EEF, 2020; DfE, 2021a), this research will also investigate the progression to post-16 education of specific groups of students to understand the impact of the CAGs on the destinations of different demographic and socio-economic groups (e.g., disadvantaged children). [This work was produced using statistical data from the Office for National Statistics (ONS).]
Item Types and Demand: What Is the Impact on Demand of Manipulating Item Types in Computer Science GCSE and IGCSE? Research Report
Author: Green, Clare
Date: 2022-02-00
Type: Reports - Research
Subjects: Test Items,Computer Science,Achievement Tests,Objective Tests,Computer Assisted Testing,Foreign Countries,Test Format,Secondary Education

The Digital High Stakes Assessment Programme in Cambridge University Press &amp; Assessment is developing digital assessments for UK and global teachers and learners. In one development, the team are making decisions about the assessment models to use to assess computing systems knowledge and understanding. This research took place as part of the evidence gathering to inform decisions about the assessment model. One option would be to use objective questions in an online test which could be auto-marked using pattern-matching. The auto-marking would require a change in some item types. This piece of responsive research aimed to provide empirical evidence to the assessment developers quickly. The key questions for the study were: (1) If exam questions were manipulated to be objective questions, can the demand be maintained? and (2) If so, how can the demand be maintained in terms of which item types could be used? The CRAS scale of demand was chosen as the analysis tool. The CRAS framework enabled the analysis to reveal where demand might be affected should questions be rewritten for auto-marking. All items in the Computer Science (Computer Systems components) GCSE and IGCSE were investigated.
Provision of GCSE Subjects 2013. Statistics Report Series No. 71
Author: Gill, Tim
Date: 2014-06-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This report looks at the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) subjects in England in 2013. Reports on GCSE provision have been produced by Cambridge Assessment every year since 2010. This is the first year that IGCSEs have been included in the data for the report. A decision was made to include IGCSEs due to the increasing numbers of candidates taking these qualifications as alternatives to GCSEs. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. The tables presented in this report cannot tell us the reasons why schools do not offer a particular subject. The data for these analyses were taken from the National Pupil Database (NPD). This is a database of results for all students in all subjects in schools and colleges in England. This report presents only the provision of GCSE subjects in schools with pupils taking GCSEs in 2013. Provision of applied and short course GCSEs was not investigated. Only accredited IGCSEs were counted in this report as non-accredited ones will no longer be included in the NPD extract from 2014.
Provision of GCSE Subjects 2014. Statistics Report Series No. 81
Author: Gill, Tim
Date: 2015-04-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This report looks at the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) subjects in England in 2014. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. The data for these analyses were taken from the National Pupil Database (NPD). This is a database of results for all students in all subjects in schools and colleges in England. This report presents only the provision of GCSE subjects in schools with pupils taking GCSEs in 2014. Provision of applied and short course GCSEs was not investigated. Only accredited IGCSEs were counted in this report as non-accredited versions of these qualifications are no longer be included in the NPD extract. [For &quot;Provision of GCSE Subjects 2013. Statistics Report Series No. 71,&quot; see ED622062.]