ethanporcaro/eric-fulltext-meta huggingface dataset:
2021 Advanced Placement and International Baccalaureate Course Enrollment and Exam Participation and Performance for High School Students in Montgomery County Public Schools. Memorandum
Author: Addison, Kecia L.
Date: 2022-07-14
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,Enrollment Trends,Tests,Academic Achievement,High Schools,High School Students,Course Selection (Students),Scores,Public Schools,Student Participation,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Limited English Speaking,Intellectual Disciplines,COVID-19,Pandemics,School Closing,Online Courses,Low Income Students

This memorandum provides information related to Advanced Placement (AP) and International Baccalaureate (IB) course enrollment, exam participation, and exam performance during the 2020-2021 school year in Montgomery County Public Schools (MCPS). In this memo, the results of 2021 students were compared with those of 2019 students. It is important to note that 2019 students had in-person schooling but 2021 students experienced virtual learning. Additionally, 2021 students were allowed to reduce their course load due to challenges of learning during the pandemic. It is prudent to recognize the differences of 2019 and 2021 student cohorts when a comparison of the data is made. The College Board shifted their testing procedures in the 2019-2020 due to the COVID-19 pandemic, and they continued in the 2020-2021 school year. The number of AP exams taken by high school students was 31,750 in 2021, a decrease of 9,298 tests from 2019. The percent of AP exams taken by students with a score of 3 or higher was 68.1 in 2021, a 3.4 percentage-point decrease from 2019. MCPS students decreased participation in the number of IB exams from 3,587 in 2019 to 3,084 in 2021. [For the 2019 report, see ED627127.]
2022 Advanced Placement and International Baccalaureate Course Enrollment and Exam Participation and Performance for High School Students in Montgomery County Public Schools. Memorandum
Author: Addison, Kecia L.
Date: 2023-02-09
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,Enrollment Trends,Tests,Academic Achievement,High Schools,High School Students,Course Selection (Students),Scores,Public Schools,Student Participation,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Limited English Speaking,Intellectual Disciplines,COVID-19,Pandemics,School Closing,Online Courses,Low Income Students

This memorandum provides information on Advanced Placement (AP) and International Baccalaureate (IB) course enrollment, exam participation, and exam performance during the 2021-2022 school year in Montgomery County Public Schools (MCPS). The College Board shifted their testing procedures in 2019-2021 due to the COVID-19 pandemic. During the pandemic, emergency remote learning, problems with access to technology, and reductions in course load for some students may have had unintended consequences on students' enrollment in AP/IB courses and participation in exams. Students returned to in-person testing in 2021-2022 school year because schools were open. In 2022, all 25 comprehensive high schools offered AP courses, and eight offered IB programs. From 2020 to 2022, the AP/IB course enrollment rate decreased by 9.3%. The enrollment rate decreased by 5.2% from 2021 to 2022. Some equity gaps expanded during and in the wake of emergency remote learning due to the pandemic. The number of AP exams taken by high school students was 33,291 in 2022, a decrease of 5,963 tests from 2020 but an increase of 1,541 tests from 2021. The percent of AP exams taken by students with a score of 3 or higher was 72.4 in 2022, a 2.7 percentage-point decrease from 75.1 in 2020 but a 4.3 percentage-point increase from 68.1 in 2021. Participation in IB exams decreased from 3,688 in 2020 to 3,084 in 2021 and 2,992 in 2022. The percentage of IB exams taken by students with a score of 4 or higher was 82.5% in 2022, an increase of 1.4% from 81.1% in 2020 but a decrease of 4.5% from 87% in 2021. [For the 2021 report, see ED627130.]
Conditions for Success in Teacher Induction. Promoting Teacher Effectiveness
Author: American Institutes for Research (AIR)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Beginning Teacher Induction,Program Evaluation,Success,Instructional Leadership,Evidence Based Practice,Educational Environment,School Culture,Instructional Improvement,Teacher Collaboration,Professional Development,Mentors,Teacher Education,Teacher Effectiveness

The Conditions for Success brief helps programs examine their readiness for implementing new teacher induction by identifying the ideal conditions for successfully implementing teacher induction. Ten program conditions are identified and described with a goal of providing guidance and opportunities for programs that do not have all of the conditions in place. The brief ends with the Conditions for Success Self-Evaluation Worksheet, which provides an opportunity for school teams to discuss the conditions currently in place at their program and to evaluate and discuss what steps can be taken to improve readiness for implementing teacher induction if conditions are not in place.
2018 Impacts: The Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (NIFA) (USDA)
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Nutrition Instruction,Foods Instruction,Nutrition,Food,Low Income Groups,Minority Groups,Federal Programs,Extension Education,Access to Education,Dietetics,Health Education,Behavior Change,Health Behavior,Health Promotion,Community Programs,Physical Activity Level,Children,Adults

The Expanded Food and Nutrition Education Program (EFNEP) is the nation's first nutrition education program and remains at the forefront of educational efforts to reduce nutrition insecurity of low-income families and youth today. Funded by the USDA's National Institute of Food and Agriculture (NIFA), EFNEP supports program participants' efforts toward self-sufficiency and nutritional health and well-being. EFNEP also combines hands-on learning, applied science, and program data to improve its effectiveness, efficiency, and accountability. Collectively, 76 land-grant institutions deliver EFNEP through Cooperative Extension. Other federal programs and public and private efforts have joined with EFNEP to improve this nation's nutritional health and well-being. EFNEP's uniqueness lies in its deep community roots, university connections, and in hiring and training peer educators to teach low-income families to develop healthier behaviors. Each year, EFNEP produces measurable evidence that shows how low-income families succeed when they have access to NIFA programs. Annual data consistently shows that more than 90 percent of adult EFNEP participants report improved behaviors following program involvement. This report provides statistical information on the following topics: (1) Reaching Low Income Families; (2) Reaching Diverse Populations; (3) Saving Money/Improving Diets; and (4) Changing Adult Behavior/Influencing Youth. [For the 2017 report, see ED594865.]
2019 Impacts: Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (NIFA) (USDA)
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Food,Nutrition Instruction,Extension Education,Low Income Groups,Program Descriptions,Nutrition,Well Being,Health Behavior,Land Grant Universities,Peer Teaching,Behavior Change,Diversity,Eating Habits,Dietetics,Costs,Partnerships in Education,Hunger,Poverty,Minority Groups

The Expanded Food and Nutrition Education Program (EFNEP) is the nation's first nutrition education program and remains at the forefront of educational efforts to reduce nutrition insecurity of low-income families and youth today. Funded by the USDA's National Institute of Food and Agriculture (NIFA), EFNEP supports program participants' efforts toward self-sufficiency and nutritional health and well-being. EFNEP also combines hands-on learning, applied science, and program data to improve its effectiveness, efficiency, and accountability. Collectively, 76 land-grant institutions deliver EFNEP through Cooperative Extension. Other federal programs and public and private efforts have joined with EFNEP to improve this nation's nutritional health and well-being. EFNEP's uniqueness lies in its deep community roots, university connections, and in hiring and training peer educators to teach low-income families to develop healthier behaviors. Each year, EFNEP produces measurable evidence that shows how low-income families succeed when they have access to NIFA programs. Annual data consistently shows that more than 90 percent of adult EFNEP participants report improved behaviors following program involvement. This report provides statistical information on the following topics: (1) Reaching Low Income Families; (2) Reaching Diverse Populations; (3) Saving Money/Improving Diets; and (4) Changing Adult Behavior/Influencing Youth. [For the 2018 report, see ED627135.]
2022 Impacts: Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (NIFA) (USDA)
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Nutrition Instruction,Foods Instruction,Nutrition,Food,Low Income Groups,Minority Groups,Federal Programs,Extension Education,Access to Education,Dietetics,Health Education,Behavior Change,Health Behavior,Health Promotion,Community Programs,Physical Activity Level,Children,Adults,Well Being,COVID-19,Pandemics,At Risk Persons,Immigrants,Racial Differences,Ethnicity,Cooking Instruction,Eating Habits,Partnerships in Education,Family Programs

The Expanded Food and Nutrition Education Program (EFNEP) is the nation's first federal nutrition education program for low-income populations. Without question, accelerating equity in programming has long been a priority of EFNEP. Historically underserved populations with limited financial resources are often people of color and at increased risk for diet-related diseases. EFNEP contributes to nutrition security as program families and youths gained knowledge and skills for healthier food and physical activity choices, increased food resource management (shopping and food preparation), food safety, and improved food security practices to keep healthy in challenging times. Consistent with previous years, adult and youth participants in FY 2022 reported improved behaviors following program involvement. More than 90% of adult EFNEP participants reported improvement in what they ate. National EFNEP priorities for FY 2022 included facilitating workforce development, increasing program reach, and increasing appropriate use of technology in teaching. This report reflects how EFNEP continues to make a difference in the lives of low-income families and youths, even and especially in times of adversity. [For the 2021 report, see ED623567.]
The Widening Achievement Divide during COVID-19. Brief
Author: Lewis, Karyn
Date: 2022-11-00
Type: Reports - Research
Subjects: Achievement Gap,Mathematics Achievement,Reading Achievement,COVID-19,Pandemics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Achievement Tests,Scores,Low Achievement,Achievement Gains,Student Characteristics

In this brief we examine how variability in students' math and reading test scores changed across the pandemic, including whether increased dispersion was concentrated at one part of the test score distribution. Using reading and math assessment data from a sample of 8 million students in grades 3-8 in 24,000 public schools who took MAP Growth assessments in spring 2022 and a similar sized sample from before the pandemic, we examined the degree to which test scores became more variable. To understand how impacts may have differed for students with the highest and lowest test scores before the pandemic, we followed a subset of 1 million students whose pre-pandemic achievement placed them in the top or bottom decile of the achievement distribution relative to national pre-pandemic norms. Initial findings show students have a wider range of achievement levels in spring 2022 than would be expected in a typical school year, and that this increased variability in test scores is primarily driven by a spreading out at the bottom end of the distribution, with test scores for lower-achieving students dropping more than the declines observed for higher-achieving students. Low achievers experienced larger initial impacts at the onset of the pandemic and less improvement during 2021-22. These results highlight a key challenge for teachers who must now meet the needs of students who may be in the same grade but differ even more than they did prior to the pandemic in terms of learning needs, and suggest a critical need for focusing support to help the lowest achieving students catch up to address the achievement divide that has widened significantly over the last two years. [For the technical brief, see ED627140.]
Technical Appendix for: The Widening Achievement Divide during COVID-19. Technical Brief
Author: Kuhfeld, Megan
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Mathematics Achievement,Reading Achievement,COVID-19,Pandemics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Achievement Tests,Scores,Low Achievement,Achievement Gains,Student Characteristics

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, &quot;The Widening Achievement Divide during COVID-19.&quot; The authors investigated two main research questions in this brief: (1) To what degree have students' reading and math test scores become more variable as a result of the COVID-19 pandemic?; and (2) How do achievement gains across the pandemic compare to pre-pandemic trends for students who were low- or high-achieving at the start of the pandemic? [For the full report, see ED627139.]
Achievement and Growth Norms for Course-Specific MAP® Growth™ Tests
Author: He, Wei
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Achievement Gains,Mathematics Tests,Science Tests,Biology,Geometry,Algebra,Science Achievement,Achievement Tests,Scores,Middle School Students,High School Students,Norms,Trend Analysis,Correlation,Longitudinal Studies

A series of course-specific MAP Growth Mathematics and Science subject tests were released successively starting in August 2017 to replace the older NWEA End-of-Course (EOC) tests. Different from the prior NWEA EOC tests taken only at the end of a course, these course-specific tests can be administered multiple times throughout the school year, typically in the fall, winter, and spring, allowing for student growth to be evaluated in a content area over the duration of a course. This report documents the procedure used to produce the achievement and growth user norms for a series of the course-specific MAP® Growth™ subject tests, including Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science. Among these tests, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science were the first time to have their norms available. For both achievement and growth norms, the percentile ranks corresponding to a student's achievement and observed academic growth between terms relative to their academic peers were developed. The percentile rank is a normative statistic that indicates how well a student performed or grew in comparison to their peers in the norm group. The achievement norms cover three terms (fall, winter, and spring), and the growth norms cover fall-to-winter, winter-to-spring, and fall-to-spring growth.
Smoothing Pathways to Transfer in the Humanities: A Report on the Strengthening Michigan Humanities Project
Author: Bickerstaff, Susan
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Humanities,Transfer of Training,Liberal Arts,Outcomes of Education,Educational Trends,Trend Analysis,Community Colleges,Intellectual Disciplines,College Faculty,Teacher Attitudes,Program Descriptions,College Transfer Students,History,English,Communications,Theater Arts,Alignment (Education),Enrollment Trends,Bachelors Degrees,Educational Attainment,Visual Aids,Barriers

This report describes the rationale, goals, and activities of the Strengthening Michigan Humanities (MiHumanities) project, an effort led by the Michigan Community College Association (MCCA) and funded by the Mellon Foundation. The project is designed to strengthen community college transfer pathways in four humanities fields--communication, English, history, and theater--by identifying and using promising strategies to connect community college students to programs of study in these areas and by increasing coordination and curricular alignment between two- and four-year institutions. The authors analyze state administrative data collected by the Michigan Education Data Center to present statistics and trends in community college student course enrollments, transfer, and bachelor's degree completion in a wide array of humanities fields, including the four Strengthening MiHumanities disciplines, and the liberal arts. They also summarize findings from interviews with faculty, staff, and students to highlight promising approaches to strengthening humanities transfer outcomes. An infographic on measures that illustrate the opportunities and challenge of Michigan transfer in the humanities is available inside the report and as a separate document.
COVID-19 in the Early Elementary Years: A Comparison of Achievement in Spring 2019 and Spring 2022. Collaborative for Student Growth. Brief
Author: Kuhfeld, Megan
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary School Students,Academic Achievement,Comparative Analysis,Racial Differences,Social Differences,Mathematics Achievement,Reading Achievement,Grade 1,Grade 2,Achievement Gains,Achievement Tests

While the ongoing academic impacts of the COVID pandemic in grades 3-8 has been well documented, far less is known about its effects on students who were in pre-K or kindergarten when the pandemic started in March 2020. In this brief, we focus on students who were in first and second grade in the 2021-22 school year, and for whom the majority of school experiences have occurred since the onset of the pandemic. Using MAP Growth data from 1.6 million students in grades 1-2 who took assessments in reading and math in approximately 11,000 public schools in 2021-22 and a roughly equivalent sample of students who tested in those same grades in 2018-19, we found that reading and math achievement in first and second grade remains substantially lower in spring 2022 relative to historical data, especially for historically marginalized and economically disadvantaged students. While second-grade to fifth-grade students showed mostly parallel growth trends in 2021-22 relative to a pre-pandemic year, students in first grade, who have only experienced pandemic schooling, showed 6-7% lower growth. Taken together, our findings demonstrate that the impact of the pandemic is not limited to the students for whom &quot;normal&quot; was turned on its head following the onset of COVID-19. Even students who have only ever known schooling during the pandemic era have been impacted. These results highlight the need for targeted investments in early literacy and math programs to ensure that our youngest students can develop these essential skills.
Student-Centered Assessment Network: Looking Back and Looking Ahead
Author: Plank, Stephen
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Student Evaluation,High School Teachers,Communities of Practice,Researchers,Coaching (Performance),Educational Improvement,Sustainability,Teacher Attitudes,Administrator Attitudes,Principals,Formative Evaluation,Theory Practice Relationship,Research and Development

This report presents an overview of the history, collective learning, and concluding products of a networked improvement community (NIC) that operated and evolved between 2017 and 2021: the Student-Centered Assessment Network (SCAN). SCAN comprised a group of teachers from three Rhode Island high schools; a coordinating team of researchers, instructional coaches, and communication professionals from the American Institutes for Research (AIR); and other partners and advisers. In this report, we recount how this network originated, the growth and evolution of the network as teachers, researchers, and instructional coaches worked together to sharpen our shared vision for what SCAN was aiming to accomplish and what our organizing principles and work processes would be.
Unequal Access to Educational Opportunity in the United States
Author: Shaw-Amoah, Anna
Date: 2022-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Opportunities,Access to Education,Equal Education,Teacher Effectiveness,Educational Environment,College Readiness,Career Readiness,Curriculum,Minority Group Students,White Students,Asian American Students,Lunch Programs,Eligibility,Disadvantaged Schools,Poverty

Research for Action's &quot;Educational Opportunity Dashboard&quot; is an interactive on-line tool to synthesize data and rank all 50 states by how well they provide students access to schools that offer 14 indicators of educational opportunity from the federal Civil Rights Data Collection. On the Dashboard the indicators are compiled into an Average Opportunity Score and into three indexes of educational opportunity: (1) Access to Quality Educators Index; (2) Access to a Positive School Climate Index; and (3) Access to a College/Career Readiness Curriculum Index. This report provides a high-level discussion of educational opportunity and inequity at the national level as found on the Dashboard. Key findings include: (1) Black and Hispanic students had less access compared to White and Asian students on all three indexes of educational opportunity; (2) Students eligible for Free/Reduced-Price Lunch (FRPL) had less access to educational opportunities compared to students not eligible for FRPL on all three indexes; (3) The concentration of Black and Hispanic students in high-poverty schools appears to be a primary factor driving gaps in access to educational opportunity; however, racial disparities often exist even within levels of school poverty. For example (a) Within low-, mid-, and high-poverty schools, Black students had less access to quality educators compared to White students and less access to a positive school climate; and (b) Hispanic students had less access to quality educators compared to White students across every level of school poverty; and (4) Inequities by race/ethnicity and student income are found in both primary and secondary schools, with larger gaps in secondary schools.