ethanporcaro/eric-fulltext-meta huggingface dataset:
The Unintended Effects of Common Core State Standards on Non-Targeted Subjects. Program on Education Policy and Governance Working Papers Series. PEPG 21-03
Author: Arold, Benjamin W.
Date: 2021-06-04
Type: Numerical/Quantitative Data
Subjects: Common Core State Standards,Academic Achievement,Achievement Gap,National Competency Tests,Grade 4,Grade 8,Grade 12,Sciences,Social Studies,Minority Group Students,Low Income Students,English Language Learners,Students with Disabilities,Time Factors (Learning)

From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year fixed effects. Using student achievement data from the NAEP, we show that the CCSS had a negative effect on student achievement in non-targeted subjects. This negative effect is largest for underprivileged students, exacerbating racial and socioeconomic student achievement gaps. Using teacher surveys, we show that the CCSS caused a reduction in instructional focus on nontargeted subjects. [Financial support was provided by DAAD and the Leibniz Competition.]
AEM Quality Indicators with Critical Components for Workforce Development: Workforce Development Agencies and Programs. V.2.0
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-00-00
Type: Guides - General
Subjects: Educational Indicators,Educational Quality,Accessibility (for Disabled),Students with Disabilities,Educational Technology,Equal Education,Labor Force Development,Secondary Education,Postsecondary Education,Vocational Education,Instructional Materials

The purpose of the National AEM Center's Quality Indicators with Critical Components for Workforce Development is to assist workforce development agencies and programs with planning, implementing, and evaluating dynamic, coordinated systems for providing accessible materials and technologies for all career seekers who need them. The ultimate goal of an AEM provision system is that accessibility becomes an essential criterion in the procurement and creation of high-quality educational materials and technologies. To that end, the Quality Indicators with Critical Components are a means to provide agencies and programs with consistent objectives, and to promote discussion around multiple methods to achieve those objectives. The Quality Indicators are brief statements that point to exemplifying conditions and services for creating and sustaining a systemwide high-quality AEM provision system. Workforce development agencies and programs, both secondary and postsecondary, will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for career seekers with disabilities, including equal access to printed materials, digital materials, and technologies. The Quality Indicators with Critical Components for Workforce Development are intended to be implemented in partnership with a state education agency (SEA) that is creating and sustaining a statewide AEM provision system for K-12. Workforce development agencies and programs should coordinate with the SEA to ensure that career seekers with disabilities are benefitting from that provision system, as well as its own best practices aligned.
Head Start Enrollment
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Enrollment,Enrollment Trends,Language Usage,Family Environment,Race,English Language Learners,Reading Aloud to Others

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Primary Home Language of Head Start Participants: FY 2017; (2) Race and Ethnicity of Head Start Participants: FY 2017; (3) Head Start Participation: Returning and Newly Entering: English Learners vs. Non-English Learners: Fall 2014; and (4) Frequency Head Start Children Were Read to Per Week: English Learners vs. Non-English Learners: Fall 2014.
Teaching Professional English to Saudi Students Studying Abroad
Author: Al-Jarf, Reima
Date: 2009-09-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Study Abroad,Foreign Students,English (Second Language),Second Language Instruction,Student Attitudes,College Students,English for Academic Purposes,English for Special Purposes,Student Needs,Teaching Methods,Educational Technology,Technology Uses in Education,Models,Oral Language,Language Skills,Pronunciation,Reading Skills,Writing Skills,Vocabulary,Online Searching,Language Proficiency

14,000 Saudi students are currently studying in the UK. Before they start their coursework in their major, most take English language courses for at least a year and should pass the IELTS test. Interviews with a sample of Saudi students studying in the UK showed that focus in the English courses that students take is mainly on grammar and written exercises. Academic reading and writing skills, technical terminology and library searching skills are not emphasized. Traditional methods that depend on the textbook only are used by instructors and some instructors are non-native speakers. Even after 3 months, many students' English remains poor (faulty grammar, faulty pronunciation, confuse similar words, lack of fluency, do not read, do not writes) although the students take 20 hours of English per week. In language classes Saudi students are grouped together. Thus they mingle with Saudi students and communicate in Arabic rather than English. The present study aims to propose a model for teaching professional English to Saudi graduate and undergraduate studying abroad based on their academic and professional needs. The model emphasizes oral English, language functions, correct pronunciation, academic reading and writing, technical terminology (Greek and Latin roots), locating references and electronic searching. Students should be helped to practice English out of class right from the beginning. To do so, each should be matched with a native-speaking partner. Technology must be integrated in English language teaching. Students can practice English using a blog, a discussion forum, language websites, MP3 lessons, text-to-speech software to improve oral reading skills. Daily extension activities such as a daily journal, watching TV, reading simplified novels, reading signs in the street and on the bus must be required by the instructors. To be successful learners and professionals, students need to be trained to be autonomous learners.
Teaching Greek and Latin Roots to Premedical Students with Mind-Mapping Software
Author: Al-Jarf, Reima
Date: 2011-02-00
Type: Speeches/Meeting Papers
Subjects: Greek,Latin,Morphemes,Phonology,Syntax,Semantics,Concept Mapping,Concept Formation,Computer Software,English for Special Purposes,Second Language Instruction,Second Language Learning,Premedical Students,Vocabulary Development,Foreign Countries

The article shows how mind-mapping software can be used to help premedical students learn, apply and relate terminology sharing Greek and Latin roots. Mind-mapping software use a center, branches, and sub-branches to show connections between Greek and Latin roots generated on the mind map. Instruction with the mind-mapping software goes through the following stages: Orientation, presentation and modeling, guided practice, independent practice and assessment. Further details are given in the article.
AEM Quality Indicators with Critical Components for Early Childhood: Preschool Aged Children Served under IDEA Part B. V.1.0
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-00-00
Type: Guides - General
Subjects: Early Childhood Education,Educational Quality,Educational Indicators,Preschool Children,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,Special Education,Related Services (Special Education),Accessibility (for Disabled)

As the Early Childhood Technical Assistance (ECTA) Center states, children with disabilities have the right to participate in everyday activities with their typically developing peers. In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. The provision and use of accessible materials and technologies for children with disabilities in early childhood programs is effectively achieved through a systemic approach. Under state leadership, a cross-sector team of stakeholders work together to ensure that federal and state requirements and expectations for the provision of services and supports for children with disabilities include the provision and use of accessible materials and technologies. The National AEM Center's Quality Indicators describe the essential elements of such a system, including coordination, compliance, guidelines, professional development, data procedures, and resources. The indicators can be used by decision makers to develop new procurement systems or to self-evaluate an existing system that may not yet include best practices for accessibility. Version 1.0 of the Quality Indicators is specific to programs that serve children ages three-five years receiving special education and related services under Part B of the Individuals with Disabilities Education Act (IDEA Part B).
AEM Quality Indicators with Critical Components for K-12: SEAs and LEAs. V.3.0
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-00-00
Type: Guides - General
Subjects: Elementary Secondary Education,Educational Indicators,State Departments of Education,School Districts,Educational Quality,Accessibility (for Disabled),Students with Disabilities,Educational Technology,Equal Education,Instructional Materials

The purpose of the National AEM Center's Quality Indicators with Critical Components for K-12 is to assist State and local education agencies with planning, implementing, and evaluating dynamic, coordinated systems for providing accessible materials and technologies for all students who need them. The ultimate goal of an AEM provision system is that accessibility becomes an essential criterion in the procurement and creation of high-quality educational materials and technologies. To that end, the Quality Indicators with Critical Components are a means to provide States and local school districts with consistent objectives, and to promote discussion around multiple methods to achieve those objectives. The Quality Indicators are brief statements that point to exemplifying conditions and services for creating and sustaining a statewide, high-quality AEM provision system. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.
English Learners with Disabilities
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: English Language Learners,Students with Disabilities,Educational Legislation,Equal Education,Federal Legislation,Disability Identification

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Percentage Point Difference between English Learners and English Learners with Disabilities Ages 6-21 Identified and Served under Individuals with Disabilities Education Act Part B: School Year 2017-18; (2) Students Ages 6 to 21 Served under Individuals with Disabilities Education Act Part B, by Disability Category and English Learner Status: School Year 2018-19; and (3) Percentage of Students Ages 14 to 21 Served under Individuals with Disabilities Education Act Part B, by English Learner Status and Exit Reason: School Year 2017-18.
English Learners Who Speak Vietnamese as a Home Language
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,Vietnamese,Native Language,Elementary School Students,Secondary School Students

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Most Common Home Languages and Language Categories (Excluding Spanish) Spoken by English Learner Students in Grades K-12: 2017-18 School Year; (2) Number of Reported English Learner Students Who Speak Vietnamese as a Home Language: 2009-10 School Year through Fall 2017-18; (3) Ten States with the Highest Number of EL Students Who Speak Vietnamese as a Home Language: 2017-18 School Year; and (4) Percentage of English Learner Students Who Speak Vietnamese Compared to Other English Learners within Each State of the 50 U.S. States and Washington D.C.: 2017-18.
English Learners Who Speak Somali as a Home Language
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Afro Asiatic Languages,Language Usage,Family Environment,Elementary Secondary Education,Geographic Location

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Most Common Home Languages and Language Categories (Excluding Spanish) Spoken by English Learner Students in K-12: 2016-17 School Year; (2) Numbers of Reported English Learner Students Who Speak Somali as a Home Language: 2009-10 School Year through Fall 2017-18; (3) Ten States with the Highest Numbers of English Learner Students Who Speak Somali as a Home Language: 2017-18 School Year; and (4) Percentages of English Learner Students Who Speak Somali as a Home Language: 2017-18 School Year.
English Learners Who Are Black
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: English Language Learners,Blacks,African American Students,Language Usage,Public Schools,Elementary Secondary Education,National Competency Tests,Reading Achievement,Mathematics Achievement

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Native-born and Foreign-born Black/African American Youth Aged 5-17 Who Speak a Language Other than English at Home: Year 2016; (2) Total Percentages of Public School English Learners in School Year 2016-17, by Race/Ethnicity; (3) Percentage of Black English Learners out of Total Population of Black Students in School Year 2016-17; (4) U.S. Locations with the Highest Concentration of Black English Learners: School Year 2015-16; (5) National Assessment of Educational Progress (NAEP) Average Scores, Reading: 2017; and (6) National Assessment of Educational Progress (NAEP) Average Scores, Math: 2017.
English Learners Who Are American Indian/Alaska Native
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: English Language Learners,American Indian Students,Alaska Natives,Language Usage,Racial Differences,Reading Achievement,Mathematics Achievement

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) States Reporting American Indian/Alaska Native Languages as One of the Top Five Most Common English Learner Languages Spoken: School Year 2016-17; (2) Number of English Learner Speakers of American Indian/Alaska Native Languages Among the States with an American Indian/Alaska Native Top Five Language, SY 2016-17; (3) Percentage of All Enrolled Students Who Are English Learners, by Race/Ethnicity: School Year 2016-17; (4) National Assessment of Educational Progress Scores, Grade 4 Reading, 2017; and (5) National Assessment of Educational Progress Scores, Grade 8 Mathematics, 2017.
The Impact of ABS Program Participation on Long-Term Literacy Growth
Author: Reder, Stephen
Date: 2014-12-00
Type: Reports - Research
Subjects: Adult Basic Education,Adult Literacy,Adult Programs,Program Effectiveness,High School Equivalency Programs,Educational Attainment

National and international studies such as the recent Survey of Adult Skills provide strong evidence of the need for and economic value of adult basic skills (ABS). Although ABS program evaluation and accountability reports typically show small gains for program participants in test scores and other outcomes, these studies rarely include comparison groups of nonparticipants, and most studies that do include such controls have not found statistically significant ABS program impact. The Longitudinal Study of Adult Learning (LSAL) is a lifelong and life-wide study. LSAL randomly sampled about 1,000 high school dropouts and followed them for nearly a decade from 1998-2007. LSAL followed both participants and nonparticipants in adult literacy programs, assessing their literacy skills and skill uses over long periods of time, along with changes in their social, educational, and economic status, offering a rich picture of adult literacy development. This is the second of a series of Research Briefs that utilize LSAL data to examine long-term impacts of ABS program participation on a range of outcome measures. This Research Brief addresses the following research questions: (1) What is the impact of participating in an ABS program on subsequent literacy proficiency? (2) What is the temporal course of that impact? and (3) To what extent does GED attainment mediate the impact of participation on proficiency?
Robbers or Victims? Charter Schools and District Finances
Author: Weber, Mark
Date: 2021-02-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,School Districts,Educational Finance,Private Schools,Income,Expenditure per Student,State Aid,Federal Aid,Expenditures,Geographic Location,Correlation,Enrollment,Costs,Elementary Secondary Education

This study uses fiscal data reported by traditional public school districts between 2000 and 2017 to generate descriptive estimates of the relationship between the local market share of independent charter schools and the finances of host school districts in twenty-one states. The research questions for the study are as follows: (1) On average, was an increase in the percentage of students attending independent charter schools--at the geographic school district level--associated with an increase or decrease in host districts' total revenue and/or spending per pupil?; (2) On average, was an increase in the percentage of students attending independent charter schools associated with an increase or decrease in host districts' local, state, and/or federal revenue per pupil?; and (3) On average, was an increase in the percentage of students attending independent charter schools associated with an increase or decrease in instructional and/or support spending per pupil? The results are summarized in three findings: (1) In most states, an increase in the percentage of students attending independent charter schools was associated with a significant increase in host districts' total revenue and spending per pupil; (2) In most states, an increase in the percentage of students attending independent charter schools was associated with an increase in host districts' local revenue per pupil, and in some states, it was also associated with an increase in state and/or federal revenue per pupil; and (3) In most states, an increase in the percentage of students attending independent charter schools was associated with an increase in host districts' support spending per pupil, and in some states, it was also associated with an increase in instructional spending per pupil. [Foreword was written by David Griffith and Michael J. Petrilli.]
Bridging the COVID Divide: How States Can Measure Student Achievement Growth in the Absence of 2020 Test Scores
Author: Fazlul, Ishtiaque
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Achievement Gains,Testing,Value Added Models,Scores,Mathematics,Language Arts,Elementary School Students,Middle School Students,Computation

When the COVID-19 pandemic hit the U.S. last spring, schools nationwide shut their doors and states cancelled annual standardized tests. Now federal and state policymakers are debating whether to cancel testing again in 2021. One factor they should consider is whether a two-year gap in testing will make it impossible to measure student-level achievement growth during this historic period. Using administrative data from Missouri from the pre-pandemic years of 2016 to 2019, a team of researchers in the department of economics at the University of Missouri--Ishtiaque Fazlul, Cory Koedel, Eric Parsons, and Cheng Qian--evaluated the efficacy and implications of growth models that reflected one-year versus two-year gaps in testing. Among their key findings: (1) District and school growth estimates based on a single-year gap convey similar information to growth estimates based on data with no gap year; (2) Student subgroup growth estimates based on gap-year data can also be reliably estimated; and (3) However, just 27 percent of students attend schools that can generate growth measures if two consecutive years of test scores are missing. These findings suggest that calculating student growth measures from 2019 to 2021 is feasible even with the gap in testing last year, and that the results are likely to be quite accurate--so long as states test students this year. But if states cancel testing again in 2021, it will be extremely difficult to determine how effective individual schools were during this challenging period in American education. That's because few students will be in the same school in 2022 as they were in 2019 (elementary schoolers will have moved onto middle school, and middle schoolers will have moved onto high school). Still, the next few months are hard to predict. If spring testing is still not possible for some states in 2021, they might consider administering assessments when schools reopen in fall 2021, although such a scenario would pose its own logistical, analytic, and political challenges. [Foreword written by Michael J. Petrilli.]