ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Quantity and Quality of Instructional Interactions for Middle School Literacy Improvement
Author: Carlson, Sarah E.
Date: 2013-00-00
Type: Reports - Research
Subjects: Classroom Observation Techniques,Reading Programs,Intervention,Reading Difficulties,Middle School Students,Educational Quality,Grade 7,Middle School Teachers,Teaching Methods,Modeling (Psychology),Feedback (Response),Time on Task,Teacher Student Relationship,Course Content,Student Participation,Classroom Techniques,Classroom Environment,Likert Scales,Scores,Standardized Tests,Reading Tests,Reading Skills,Statistical Analysis,Hypothesis Testing

As education policy in the U.S. focuses increasingly on the quality of classroom instruction, there is a growing need to identify valid constructs and develop reliable tools that measure student opportunities to learn academic knowledge and skills. The purpose of this study is to examine the relative contributions of two different classroom observation instruments in an evaluation of classroom instruction in a comprehensive reading intervention program designed to support struggling readers. This study was conducted in 25 middle schools in six school districts in the Pacific Northwest. The intervention includes three components: (a) Reading Intervention, (b) School Engagement Intervention, and (c) Data Based Decision Making. Initial findings from this study indicate that high quality instruction matters above and beyond the quantity of instruction students receive. Overall, these findings provide initial evidence for the types of observational tools that can be used to distinguish among the diversity of classroom inputs and how such inputs impact student learning. However, these measures may be limited in their ability to identify quality of instruction within a particular content area (e.g., reading comprehension). Future research is discussed in terms of developing new observational tools to identify specific instruction within the content area of reading comprehension and its impact on student learning. Tables are appended.
Minimum Wage and Community College Attendance: How Economic Circumstances Affect Educational Choices
Author: Williams, Betsy
Date: 2013-00-00
Type: Reports - Research
Subjects: Minimum Wage,Community Colleges,Enrollment,Employment Level,Adults,Wages,Outcomes of Education,Associate Degrees,Bachelors Degrees,Economic Factors

How do changes in minimum wages affect community college enrollment and employment? In particular, among adults without associate's or bachelor's degrees who may earn near the minimum wage, do endowment effects of a higher minimum wage encourage school attendance? Among adults without associate's or bachelor's degrees who may earn near the minimum wage, does the higher opportunity cost for attending school created by the minimum wage reduce community college enrollment? As Neumark and Wascher (2008) ask, does a higher minimum wage reduce employment and through that channel encourage school enrollment? This analysis compares individual-level and aggregated data to examine why findings about the effects of minimum wages on school enrollment produce mixed results. The author highlights the role of heterogeneous results by group as a reason results in the aggregate may be mixed. Which groups are most likely to attend has implications for policy and practice. However, the sample may not adequately capture trends that have developed during the Great Recession, including both the expansion of and increased governmental scrutiny of online, for-profit higher educational offerings. Tables and figures are appended.
Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects Three Years after the Treatment
Author: Clements, Douglas H.
Date: 2013-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Mathematics Instruction,Instructional Effectiveness,Technology Uses in Education,Preschool Education,Urban Schools,Preschool Children,Preschool Curriculum,Randomized Controlled Trials,Mathematics Achievement,At Risk Students,African American Students,Intervention

Education needs generalizable models to scale up evidence-based practices and programs and longitudinal research evaluating the persistence of the effect of their implementation. This is particularly important given the &quot;deep, systemic incapacity of U.S. schools, and the practitioners who work in them, to develop, incorporate, and extend new ideas about teaching and learning in anything but a small fraction of schools and classrooms.&quot; The authors synthesized research to create a model called TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) for the scale of successful interventions. The specific goal of the implementation of the TRIAD model was to increase math achievement in young children, especially those at risk, by means of centering aspects of the curriculum--mathematical content, pedagogy, technology, and assessments--on a common core of learning trajectories. Results indicate that TRIAD was effective during the treatment period. The TRIAD implementation included a complete intervention in pre-K, and the impact was strong at pre-K. The TRIAD follow-through component was important for persistence of effects. The fact that at least some effects last for African-American children 3 years after the end of all interventions support the need for continued follow through interventions in mathematics for at-risk children. Tables and figures are appended.
First Year Experience Courses for Students in Developmental Education. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: First Year Seminars,Remedial Instruction,Undergraduate Students,College Freshmen,Educational Research,Community Colleges,Technical Institutes,Academic Achievement,College Credits,Educational Attainment,Academic Persistence,Program Effectiveness,Randomized Controlled Trials,Intervention

&quot;First year experience courses for students in developmental education&quot; are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses. The WWC recently reviewed the research on the impacts of &quot;first year experience courses for students in developmental education.&quot; One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students. The following are appended: (1) Research details for Rutschow et al. (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the academic achievement domain; (4) Findings included in the rating for the progress through developmental education domain; and (5) Findings included in the rating for the credit accumulation and persistence domain. [The Study that meets WWC group design standards without reservations was: Rutschow. E. Z., Cullinan, D., &amp; Welbeck, R. (2012). &quot;Keeping students on course: An impact study of a student success course at Guilford Technical Community College.&quot; New York: MDRC. http://files.eric.ed.gov/fulltext/ ED531183.pdf. See ED531183 to view the study.]
First Generation Students: College Aspirations, Preparedness and Challenges
Author: Balemian, Kara
Date: 2013-07-19
Type: Non-Print Media
Subjects: First Generation College Students,Advanced Placement Programs,Achievement Tests,College Bound Students,College Entrance Examinations,Student Characteristics,Academic Aspiration,College Readiness,Socioeconomic Background,High Schools,Institutional Characteristics,Course Selection (Students),Majors (Students),Preferences,College Choice

Presented at the AP Annual Conference (APAC) in Las Vegas, NV in July 2013. This analysis takes a close look at first-generation Advanced Placement® (AP®) test takers to better understand the needs and challenges they face on their path to college. The analysis focuses on college-bound AP test takers who also took the SAT and examines a variety of data elements including: student socio-economic background, high-school characteristics, course-taking patterns, college major preferences, and college institution type selections. The analysis includes five years of matched AP-SAT cohort data, provides insight into the particular needs of first-generation students, and offers suggestions on how to guide first-generation students through their high school career. A bibliography is included.
Score Trends, SAT Validity and Subgroup Differences
Author: Camara, Wayne
Date: 2008-06-00
Type: Non-Print Media
Subjects: College Entrance Examinations,Test Validity,Change,Scores,Trend Analysis,Student Characteristics,Gender Differences,Racial Differences,Language

Presented at the Summer Institute on College Admissions at Harvard in June 2008. The presentation explores whether the SAT validity has changed with the test changes and if those changes affect specific subgroups.
The Demographic Wave: Rethinking Hispanic AP Trends
Author: Edwards, Kelcey
Date: 2013-07-19
Type: Non-Print Media
Subjects: Advanced Placement Programs,Hispanic American Students,High School Graduates,Family Characteristics,Educational Attainment,Parent Background,Family Income,Language,Spanish,Achievement Tests,Race,Ethnicity,Data Collection,Trend Analysis

Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, NV in July 2013. This presentation reviews new research examining the AP® experience of Hispanic graduates over the past decade. Topics include an in-depth look at the AP Spanish Language and Culture gateway hypothesis and trends in family characteristics such as parent education, income, and language background. In addition, this presentation reviews recent changes to race and ethnicity data collection and reporting and the implications for analyzing and interpreting AP data trends as schools, districts, and states work to close equity gaps in AP participation and performance.
College Readiness vs College Admissions: Will We Resolve the Chasm between K-12 and Higher Education?
Author: Camara, Wayne
Date: 2008-08-00
Type: Reference Materials - General
Subjects: College Readiness,College Admission,Elementary Secondary Education,Higher Education,Educational Research,Validity,Alignment (Education),Academic Achievement,Measures (Individuals)

Presented at the conference for USC Center for Enrollment Research, Policy and Practice (CERRP). This provides an overview of the various studies currently underway to establish the validity of noncognitive measures of success as a supplement to current cognitive measures which are used. Comparisons between what is defined as college readiness and college success and how to bring the two closer.
Realizing the Dream: Using Data to Increase Achievement
Author: Lee, John
Date: 2008-04-24
Type: Reference Materials - General
Subjects: African American Students,Student Participation,Performance,Advanced Placement Programs,Data,Information Utilization,Academic Achievement,Success,College Entrance Examinations,Scores,High School Students

Presented at the Annual Dream Deferred Conference in Los Angeles, CA in April 2008. This presentation explores the participation and performance of African American students in the SAT and AP programs and use data to inform ways to better support and encourage achievement and college success.
The Effect of Using Different Weights for Multiple-Choice and Free-Response Item Sections
Author: Hendrickson, Amy
Date: 2008-03-27
Type: Reference Materials - General
Subjects: Multiple Choice Tests,Test Format,Test Validity,Test Reliability,Scores,Test Construction,Weighted Scores,High Stakes Tests,Advanced Placement Programs,Psychometrics,Construct Validity,Test Items,Comparative Analysis,Macroeconomics,Environmental Education,Spanish,Second Language Learning,English,Spanish Literature,Language Tests,Science Tests,College Entrance Examinations,Grade Point Average,Correlation,Critical Reading,Mathematics Tests,Writing Tests,High School Students,Item Response Theory,College Freshmen

Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores how different item weighting can affect the effective weights, validity coefficents and test reliability of composite scores among test takers.
Landscape of Higher Education: Human Capital
Author: Edwards, Kelcey
Date: 2013-02-15
Type: Non-Print Media
Subjects: Higher Education,Educational Trends,Human Capital,Enrollment Trends,Academic Persistence,College Transfer Students,Outcomes of Education,Education Work Relationship,College Entrance Examinations,Achievement Tests,Student Costs,Advanced Placement Programs

In this session presented at the Middle States Regional Forum (February 2013), experts working with national data presented trends in higher education from a forward-looking perspective. Senior researchers from the College Board provided trends using SAT, AP, and Net Price Calculator data. The research director of the National Student Clearinghouse offered new insight into the trends in enrollment and persistence of transfer students. Finally, the director of the Center for Higher Education Management Systems Information Center provided information from national data systems to help higher education policymakers and analysts understand the return on investment in higher education and potential for gainful employment. [The following slide presentations are presented within this slide deck: (1) Landscape of Higher Education: Net Price (Greg Perfetto); (2) The Changing Landscape Postsecondary Pathways (Douglas T. Shapiro); and (3) The College Completion Agenda: From &quot;Education for Education's Sake&quot; to Return on Investment and Gainful Employment (Patrick J. Kelly).]
Looking at Students' Work: Assessment Strategies That Inform Instruction
Author: College Board
Date: 2012-07-00
Type: Non-Print Media
Subjects: Student Evaluation,Mathematics Instruction,Correlation,Educational Assessment,Performance Based Assessment,Test Items,Scoring Rubrics,Responses,Common Core State Standards,Models,High School Students,Secondary School Mathematics

Looking beyond the right or wrong answer is imperative to the development of effective educational environments conducive to Pre-AP work in math. This presentation explores a system of evaluation in math that provides a personalized, student-reflective model correlated to consortia-based assessment. Using examples of students' work that includes performance based tasks, the presentation will explore, evaluate and identify key factors relevant to successful student outcomes in assessments that include extended constructed response items, scored with rubrics.
First Generation Students in the 2007 SAT® Cohort
Author: Lee, John
Date: 2008-02-02
Type: Reference Materials - General
Subjects: College Entrance Examinations,First Generation College Students,Student Characteristics,College Preparation,Academic Aspiration,Occupational Aspiration,College Choice,Preferences

Presented at the College Board New England Regional Office (NERO) Forum in Boston in February 2008. This presentation explores first generation SAT test takers in various areas. Focusing on academic preparation, educational plans, work plans and college preferences differ between this group of students and the non-first generation students.
A Validity Agenda for Growth Models: One Size Doesn't Fit All!
Author: Patelis, Thanos
Date: 2012-04-14
Type: Non-Print Media
Subjects: Test Validity,Statistical Analysis,Conferences (Gatherings),Evidence,Databases,Measurement,Scores,Guidelines,Teacher Effectiveness,Accountability,Growth Models,Test Use,Data Analysis

This is a keynote presentation given at AERA on developing a validity agenda for growth models in a large scale (e.g., state) setting. The emphasis of this presentation was to indicate that growth models and the validity agenda designed to provide evidence in supporting the claims to be made need to be personalized to meet the local or state-specific goals, purposes and context. The takeaways from the presentation were (a) large scale assessments, national databases, validity work and technology are components that cannot be separated and must exist to implement growth models well; (b) there are a number of components that must be in place when introducing growth models in large scale settings (e.g., states); (c) it is our professional responsibility to make sure that there is evidence to support the claims being made; (d) a short- and long-term validity agenda are needed to permit the collection of evidence across all component of the growth model that represent fundamentally stating the claims to be made and evaluating whether the claims can be supported; (e) because there exist a variety of goals and diverse contexts, there is no one growth model and the design of the validity agenda will be personalized and end up being similarly varied; (f) start with the score report as the concrete expression of the claims being made and make sure that each component is validated; and (g) there a lot of work that needs to be done and it's hard work, so the targets of these results (children, teachers, and administrators) need your thinking and efforts.
Efforts to Produce Relevant Score Reports to School, District, and State Officials on National Tests
Author: Patelis, Thanos
Date: 2009-04-19
Type: Reference Materials - General
Subjects: High School Students,College Entrance Examinations,Aptitude Tests,Standardized Tests,National Competency Tests,Evaluation Methods,Test Results,Research Reports,State Officials,Feedback (Response),Test Construction,Focus Groups,Validity,Usability

Presented at the Annual National Council on Measurement in Education (NCME) in San Diego in April 2009. This presentation explores how the College Board strives to ensure the relevance and utility of score reporting practices and methods for the PSAT/NMSQT and SAT scores. The new reporting methods allow for greater interaction and intervention at various levels of achievement in order to improve future performance.
The Classroom Assessment Environment: Teachers' Choice of Assessments and Use of Data
Author: Delgado, Jane
Date: 2008-06-00
Type: Reference Materials - General
Subjects: Evaluation Methods,Summative Evaluation,Formative Evaluation,Student Evaluation,Middle Schools,High Schools,Secondary Education,Language Arts,English Instruction,Mathematics Instruction,Standards,Learning Theories,Teacher Responsibility,Student Responsibility,State Standards,Standardized Tests,School Districts,Board of Education Policy,Regression (Statistics)

Presented at the National Conference on Student Assessment in Orlando, hosted by the CCSSO (Council of Chief State School Officers), June 2008. This presentation explores use of the assessments within the classroom and how those choices can affect performance and learning.
Identifying Students at Risk for Leaving an Institution: SAT and HSGPA as Tools to Improve Retention
Author: Shaw, Emily J.
Date: 2012-04-15
Type: Non-Print Media
Subjects: College Entrance Examinations,Test Validity,Grade Point Average,High School Students,Academic Persistence,College Students,Predictive Validity,Prediction,Academic Achievement,Comparative Analysis,At Risk Students,Longitudinal Studies,Scores,College Freshmen,Student Characteristics,Racial Differences,Ethnic Groups,Gender Differences,Institutional Characteristics,Family Income,Regression (Statistics)

The current study will explore the validity and potential of using the SAT, in conjunction with HSGPA, to arrive at a predicted FYGPA to improve student retention at four-year postsecondary institutions. Specifically, this study examined whether college students who did not perform as expected (observed FYGPA minus predicted FYGPA) were more likely to leave their institution. Results showed that both under- and over-performing students were more likely to leave college as compared to their academically similar peers who performed as expected. Recommendations for institutions to incorporate this information as part of a cost-effective and efficient detection tool to identify students that may be at risk for not completing their degrees and to help improve institutional retention rates are provided.
Select Psychometric Properties and Predictive Validity of Scores on the SAT Writing Section
Author: Proctor, Thomas P.
Date: 2009-04-14
Type: Reference Materials - General
Subjects: College Entrance Examinations,Writing Tests,Psychometrics,Predictive Validity,Scores,Test Reliability,Test Validity,Generalizability Theory,Item Response Theory,Test Use

Presented at the national conference for the American Educational Research Association (AERA) in April 2009. This study examined the utility of scores on the SAT writing test, specifically examining the reliability of scores using generalizability and item response theories. The study also provides an overview of current predictive validity studies.
Participation and Performance for Native American Students in the 2007 SAT® Cohort
Author: Lee, John
Date: 2008-05-00
Type: Reference Materials - General
Subjects: College Entrance Examinations,American Indian Students,Student Participation,Performance,Access to Education,Postsecondary Education

Presented at the Native American Student Advocacy Institute (NASAI) in Tsaile, AZ in May 2008. This presentation explores the participation and performance of Native American students in the SAT program and attempt to find a way to find how to better support and encourage students to ensure postsecondary access and excellence.
Modeling Growth of SAT Reading Performance Using Repeated Measures Data
Author: Deng, Hui
Date: 2008-03-27
Type: Reference Materials - General
Subjects: College Entrance Examinations,Reading Tests,Growth Models,Scores,Achievement Gains,Reading Achievement,High School Students,Student Characteristics

Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores the growth trajectory of the SAT Reading scores and examine what demographics and variation may cause changes and affect growth.
What We Know about AP® Students
Author: Sawtell, Ellen A.
Date: 2007-07-13
Type: Reference Materials - General
Subjects: Advanced Placement Programs,Course Selection (Students),Standardized Tests,High School Students,College Entrance Examinations,Questionnaires,Student Characteristics,Thinking Skills,Educational Attainment,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,English,Parent Background,Calculus,Mathematics Education,Physics,Economics,Macroeconomics,Spanish,Second Language Instruction,Activities,Institutional Characteristics,School Size,Educational Environment,Colleges,Proximity,Geographic Location

Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, July 2007. This presentation explores the demographic and course-taking patterns that have been identified behind what students take AP exams and how to best reach the population of students that are not currently taking AP exams.
Using Student-College Fit for Admissions: Do Applicants Really Know What Is Good for Them?
Author: Mattern, Krista D.
Date: 2008-03-27
Type: Reference Materials - General
Subjects: College Admission,Personality Theories,College Applicants,College Choice,College Entrance Examinations

Presented at the American Educational Research Association (AERA) Conference in New York in March 2008. This presentation explores if what a student believes is a good fit for them at an institution is supported by the evidence once they choose to attend an specific institution.