ethanporcaro/eric-fulltext-meta huggingface dataset:
Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1
Author: Bleeker, Martha
Date: 2012-04-17
Type: Numerical/Quantitative Data
Subjects: Cohort Analysis,Recess Breaks,Play,Athletic Coaches,Disadvantaged Schools,Elementary Schools,Educational Environment,Conflict Resolution,Aggression,Academic Achievement,Child Development,Student Behavior,Program Effectiveness,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Elementary School Students,Elementary School Teachers

Recess periods often lack the structure needed to support physical activity and positive social development (Robert Wood Johnson Foundation 2010). The Playworks program places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. Playworks activities are designed to engage students in physical activity, foster social skills related to cooperation and conflict resolution, improve students' ability to focus on class work, decrease behavioral problems and improve school climate. The Robert Wood Johnson Foundation (RWJF) contracted with Mathematica Policy Research and its subcontractor, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University, to conduct a rigorous evaluation of Playworks. Twenty-five schools interested in implementing Playworks were randomly assigned to a treatment group that received Playworks in the 2010-2011 school year or to a control group that was not eligible to implement Playworks until the following year. The authors collected data from students, teachers and school staff in spring 2011 to document the implementation of Playworks and assess the impact of the program on key outcomes in six domains: (1) school climate, (2) conflict resolution and aggression, (3) learning and academic performance, (4) recess experience, (5) youth development and (6) student behavior. Ultimately, four additional schools will be added to the study and further analyses will be released. A description of study design and data sources. (Contains 4 exhibits, 15 tables and 2 endnotes.)
2008 Mississippi Curriculum Framework: Postsecondary Pharmacy Technology. (Program CIP: 51.0805 - Pharmacy Technician/Assistant)
Author: Juergens, John
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Paraprofessional Personnel,Pharmacy,Curriculum Development,Technical Education,Employment Qualifications,Certification,Competence,Standards

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Pharmacy Technology curriculum is a two-year program of study designed to prepare the student for employment and advancement in the pharmacy field. The curriculum requires a minimum of 72 hours of courses in order to obtain an Associate of Applied Science degree. CPR-Health Care Provider is a prerequisite for the program. Pharmacy technicians assist and support licensed pharmacists in providing direct patient care and medications to patients. Pharmacy technicians must work under the direction of a licensed pharmacist. Employers include pharmacies based in hospitals, retail settings, home health care, nursing homes, clinics, nuclear medicine settings, and mail order prescription companies. Nontraditional employers for pharmacy technicians include medical insurance companies, medical computer software companies, drug manufacturing companies, drug wholesale companies, and food processing companies. The one requirement these pharmacy technician duties have in common is a need for absolute accuracy and precision in the technical and clerical aspects of this career. Upon graduation from the program, the student is eligible to take the Pharmacy Technician Certification Board (PTCB) Pharmacy Technician Certification Exam. Appended are: (1) Standards based on the American Society of Health-System Pharmacists (ASHP), Model Curriculum for Pharmacy Technician Training (Second edition), Goal Statements; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Optometric Assisting Technology. (Program CIP: 51.1802 - Optometric Technician/Assistant)
Author: Scott, Veronica
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Paraprofessional Personnel,Competency Based Education,Vision,Optometry,Vision Tests,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Educational Certificates,Licensing Examinations (Professions),Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Patient Education,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Qualifications,Clinical Experience,Practicums

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Optometric Assisting Technology program is a two-year program which leads to an Associate of Applied Science degree in Optometric Assisting. Alternately, students may complete a 1+1 certificate option in the program. The Optometric Technician's primary responsibilities are to help the licensed Optometrist in eye and vision care. Activities include measuring the curvature of the cornea, color testing, stereo-testing, taking acuities, retinal and corneal photography, measuring the pressure of the eye, determining the power of old and new eye glass prescriptions, helping clients select frames, and measuring facial contours. The Optometric Technician educates the patient on the tests being done and on choices in eyeglasses to help decrease uncertainty or fear in clients. Other duties may include dispensing contact lenses, determining the power and dimensions of old and new contact lenses, and explaining the care and handling of lenses. It is also often necessary to explain the use and application of pharmaceutical agents to the eye. Laboratory work and general management of a vision clinic is occasionally necessary. Industry standards referenced are based on the &quot;Certified Paraoptometric Examination Guide.&quot; Appended are: (1) Standards Based on the Certified Paraoptometric Examination Guide; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2009 Mississippi Curriculum Framework: Postsecondary Ophthalmic Technology. (Program CIP-51.1801 - Opticianry/Dispensing Optician)
Author: Sciple, Eddie
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Optics,Ophthalmology,Technical Occupations,Paraprofessional Personnel,Vision,Technical Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Qualifications,Clinical Experience,Practicums

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Ophthalmic Technology is a 2-year technical program. Upon successful completion of the program, the student is awarded the Associate of Applied Science Degree. The program is comprised of both vocational-technical and academic courses. Opticianry is defined as &quot;the art and science of optics to compounding, filing, and adapting of ophthalmic prescriptions, products and accessories.&quot; Opticianry describes the preparation (making) of ophthalmic lenses, setting them into spectacle frames, and dispensing (fitting and delivering) them to the wearer. These acts include a large number of activities or trades, ranging from the mechanical act of lens grinding to the personal service of the selection, fitting, and adjusting of a pair of glasses to an individual's face, selling, and public relations. Academic, workplace, and industry standards are referenced at the end of each course where applicable. Although the program is not accredited by the Commission on Opticianry Accreditation, the industry standards are taken from the Essentials of an Accredited Educational Program for Opticianry. Appended are: (1) Standards Based on Essentials of an Accredited Program for Opticianry; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.)
Time-Indexed Effect Size for P-12 Reading and Math Program Evaluation
Author: Lee, Jaekyung
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Educational Research,Program Evaluation,Validity,Effect Size,Pretests Posttests,Elementary Secondary Education,Control Groups,Outcomes of Treatment,Reading Achievement,Mathematics Achievement

This study contextualizes an effect-size-like index of educational treatment effects or any group mean differences in academic achievement by referencing time. The new effect size metric can enrich effect size interpretations while serving as a supplement (but not substitute) for conventional standardized effect size measures. Specifically, the authors introduce a new time-indexed effect size metric (d') based on the notion of time-varying academic growth trajectories in P-12 reading and math as evidenced through empirical analyses of U.S. national longitudinal datasets. They take an approach to the validation of this new index by employing (1) interpretive arguments (i.e., specification of proposed interpretations and uses of the index) and (2) validity arguments (i.e., evaluation of the interpretive arguments based on evidence) (see Kane, 2006). First, they provide a framework for calculations and interpretations of a time-indexed effect size based on two different designs of educational research/evaluation: pretest-posttest or repeated measures designs and posttest only designs. Second, they present methodological steps for developing longitudinal norms of growth and converting d into d'. Third, as one element of the supporting validity evidence, they demonstrate how to interpret and use d' through applications of the time-indexed effect size metric to well-known research examples. The results of d and d' for the same studies are compared and cross-validated. Last, they discuss threats to validity, caveats, and ameliorative strategies for valid interpretations and uses of the time-indexed effect size. (Contains 3 tables, 2 figures and 1 footnote.)
Pathways through Graduate School and into Careers. Executive Summary
Author: Wendler, Cathy
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Graduate Study,Education Work Relationship,Employment Patterns,Graduate Surveys,College Outcomes Assessment,Administrator Attitudes,Employee Attitudes,Employer Attitudes,Stakeholders,Career Development,Knowledge Level,Labor Force Development,Human Capital,Change Strategies,Skill Analysis

Graduate education in the United States plays a critical role in the success of the U.S. workforce and economy, attracting and producing influential researchers, innovators, and leaders. U.S. graduate schools are the environments in which students acquire the knowledge and skills necessary to compete in the global economy and solve problems of national and global scope. The link between graduate education and American prosperity has never been stronger than it is today. But little is known at the granular level about what our graduates do, how their work life progresses, and how well the preparation they receive equips them for the careers they pursue. To ensure that a diverse, talented workforce supports the future success of the U.S. economy and society, individuals must understand current pathways through graduate school into careers as well as emerging employment trends and opportunities. The Commission on Pathways Through Graduate School and Into Careers explored these pathways by examining the views of groups that directly observe and experience this journey--students, universities, and employers. The perspectives of these groups offer an unprecedented opportunity to better understand what these stakeholders seek, where they find success, and where their needs and goals remain unmet. [For the full report, &quot;Pathways through Graduate School and into Careers,&quot; see ED531249.]
Principal Effects in Illinois: A Research Brief. Policy Research: IERC 2011-3
Author: White, Bradford R.
Date: 2011-00-00
Type: Reports - Research
Subjects: Teacher Qualifications,Academic Achievement,Principals,Educational Policy,Research Reports,Administrator Characteristics,Administrator Effectiveness,Leadership Effectiveness,Structural Equation Models,Achievement Gains,Outcome Measures,Data Analysis,Statistical Data,Schematic Studies,Predictor Variables,Educational Background,Professional Development,Race,Public Schools

This report, the fourth in an IERC series on public school principals in Illinois, summarizes recent research on the characteristics associated with principal effectiveness and examines Illinois data on the relationship between principal characteristics, student proficiency, and teacher qualifications. In order to investigate the relationships between principal characteristics, teacher qualifications, and student achievements using Illinois data, we use two-level hierarchical linear growth models to measure the impact of principal characteristics on growth in student proficiency and teacher qualifications over time. In these models, the first level measures within school change over time and the second level measures differences between schools in initial school achievement or teacher qualifications status. Appended are: (1) Statistical Models; (2) Descriptive Statistics for Variables Included in Statistical Models; (3) Results from Model of Student Proficiency; and (4) Results from Model of Teacher Academic Qualifications. (Contains 3 tables and 3 footnotes.)
The Principal Report: The State of School Leadership in Illinois
Author: White, Bradford R.
Date: 2011-00-00
Type: Reports - Research
Subjects: Teacher Qualifications,Academic Achievement,Career Change,Profiles,Instructional Leadership,Principals,Administrator Role,Leadership Role,Educational Practices,Beliefs,Administrator Effectiveness,Demography,Labor Turnover,Trend Analysis,Administrative Change,Change Strategies,Educational Policy

Although principals play a vital role as school leaders, exactly how principal leadership affects student learning is only beginning to be understood. In fact, only a few states have analyzed basic profile data on their principals--their demographics, education, and prior experience before leading a school. Most states also have yet to examine how principals change jobs over time or why they leave the profession. The research presented here marks the most comprehensive profile undertaken to date of Illinois principals. With support from The Joyce Foundation, the Illinois Education Research Council (IERC) at Southern Illinois University Edwardsville integrated its research on principal demographics and turnover with research on principal effectiveness and a survey of current Illinois principals' job-related beliefs and practices. The IERC analyzed demographic and employment trends among over 7100 individuals serving as Illinois public school principals between 2001 and 2008, statistically modeled principal impact on student achievement and teacher qualifications in over 3500 Illinois public schools, and surveyed more than one in five active public school principals in the 2010-2011 school year. Only charter schools were excluded from the analyses because their personnel are not consistently included in state records of educator employment. This report highlights emerging trends among Illinois principals, synthesizes key findings from the research, and offers recommendations for policy, practice, and preparation to enhance principals' ability to increase student achievement. (Contains 10 figures, 1 table and 6 footnotes.)
College Readiness and the Postsecondary Outcomes of Illinois High School Students. Policy Research: IERC 2012-1
Author: Lichtenberger, Eric J.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Family Income,Academic Achievement,Student Characteristics,Longitudinal Studies,Correlation,College Preparation,Benchmarking,High School Students,Gender Differences,Age Differences,Race,Academic Persistence,Higher Education,Educational Attainment,College Attendance,College Entrance Examinations

This study presents longitudinal description of the association between college readiness--as measured by college readiness benchmarks set by the ACT--and a series of postsecondary outcomes of the Illinois High School Class of 2003. In addition to describing how college readiness is distributed among the cohort, this study establishes the college readiness of various groups based on select demographic characteristics such gender, race, and family income. Finally, the relationships between college readiness, student characteristics and postsecondary enrollment, persistence, and bachelor's degree completion measures are analyzed. (Contains 11 tables and 24 figures.)
Reverse Transfer Students and Postsecondary Outcomes: A Potential Opportunity. Policy Research: IERC 2011-5
Author: Lichtenberger, Eric J.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Reverse Transfer Students,Community Colleges,Student Mobility,Transfer Students,College Outcomes Assessment,Educational Policy,Research Reports,Predictor Variables,Educational Quality,Performance Factors,Educational Attainment,Graduation Rate,Academic Degrees,Performance Based Assessment,Student Characteristics,Educational Research

Reverse transferring, or moving from a four-year institution to a community college, has been depicted in recent research as one of the major forms of student mobility. Since reverse transferring is associated with extremely low rates of degree completion, it is critical to better understand the predictors of reverse transferring and what happens to reverse transfer students once they move to a community college. This knowledge could help policymakers as they develop strategies to meet the state's goal to increase the proportion of individuals with quality postsecondary degrees and credentials to 60% by 2025. Description of variables is appended. (Contains 7 tables and 13 figures.)
Review of &quot;SCDP Milwaukee Evaluation Report #29&quot;
Author: Cobb, Casey D.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: School Choice,Evaluation,Demonstration Programs,Program Effectiveness,Longitudinal Studies,Elementary School Students,Middle School Students,Reading Achievement,High Stakes Tests,Accountability,Scores,Trend Analysis,Mathematics Achievement,Educational Vouchers,Urban Schools

The School Choice Demonstration Project has published a series of reports written in the fifth and final year of its evaluation of the Milwaukee Parental Choice Program (MPCP). This review is of &quot;Report #29,&quot; a five-year longitudinal growth study, which found that a sample of elementary and middle school MPCP students outperformed a matched sample of Milwaukee Public Schools (MPS) students in reading in the fifth year of the program. The MPCP sample also showed trends of outscoring the MPS sample in math, but these were not statistically significant. The report acknowledges that the findings come as something of a surprise given that no differences were found between MPCP and MPS samples in the prior three years. The authors cite the introduction of a high-stakes accountability policy for MPCP schools just prior to that fifth and final year as a likely cause of the sudden spike in test scores among MPCP students. Overall, the report's methods are sound and its findings are appropriately qualified. Some of report's conclusions about the MPCP's effects on achievement growth appear overly general and potentially misrepresentative given the statistical results, however. The isolated jump in reading scores, but not math scores, in that fifth and final year of the study also raises uncertainty about what actually may have caused the sudden increase and what ultimately readers learn from the study. (Contains 6 notes and references.) [This paper reviews the following document: &quot;MPCP Longitudinal Educational Growth Study: Fifth Year Report. SCDP Milwaukee Evaluation Report #29&quot; (ED530071).]