ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105
Author: Dimino, Joseph A.
Date: 2015-07-00
Type: Guides - Classroom - Teacher
Subjects: English Language Learners,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 6,Grade 5,Grade 7,Grade 8,Cooperative Learning,Second Language Learning,Literacy Education,Planning,Video Technology,Vocabulary Development,Semantics,Word Recognition,Lesson Plans,Instructional Materials,Scoring Rubrics,Scaffolding (Teaching Technique),Learning Activities,Teaching Methods,Feedback (Response),Learner Engagement,Word Lists,Cues,Context Effect,Reinforcement,Oral Language,Written Language,English (Second Language),Prompting,Communities of Practice,Guides,Facilitators (Individuals),Mentors,Group Activities

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot; educator's practice guide, produced by the What Works Clearinghouse™, Institute of Education Sciences. The knowledge and resources provided will assist educators in meeting English learners' instructional needs and the rigorous requirements of state college and career readiness standards. To gain the best results from this process, the PLC facilitator should have a copy of this guide and prior to each session, should study the relevant section and prepare all materials to ensure an efficient and productive learning experience for members. This facilitator's guide uses a five-step process for collaborative learning. The process was adapted from Wald and Castleberry's (2000) five stages of work for teams engaging in a collaborative learning cycle. The five stages represent an inquiry-action cycle that encourages teams to debrief, define, explore, experiment, and reflect and plan. The purpose of this guide is to provide PLC facilitators with a game plan for conducting each session. The directions provided include guidance for facilitators, but typically, specific language or a script is not provided. [For the handouts that accompany this guide, &quot;Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Rel 2015-105&quot;, see ED558156.]
WWC Review of the Report &quot;Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Online Courses,Blended Learning,Educational Research,Introductory Courses,Biology,Science Instruction,Statistics,Calculus,Computer Science Education,Communications,Conventional Instruction,Comparative Analysis,Grades (Scholastic),Grade Point Average,Family Income,College Entrance Examinations,Interaction

In the 2014 study, &quot;Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland,&quot; researchers examined the impact of using hybrid forms of interactive online learning in seven undergraduate courses across seven universities in Maryland. Hybrid forms of interactive online learning combine online learning components with traditional face-to-face instruction. The study used a quasi-experimental design and the sample included 1,598 students enrolled in large introductory biology, statistics, pre-calculus, computer science, and communications courses. Of those students, 778 were enrolled in sections that used the hybrid delivery format, and 820 were enrolled in the sections that used a traditional delivery format. To measure impacts, study authors compared learning outcomes such as student grades and course pass rates, controlling for SAT scores, student GPA, family income, and other student background characteristics. The study does not meet WWC group design standards because it did not demonstrate baseline equivalence of an analytic sample without imputed outcomes. A glossary of terms is included. [The following study is the focus of this Single Study Review: Griffiths, R., Chingos, M., Mulhern, C., &amp; Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other platforms in hybrid formats in the University System of Maryland. New York, NY: Ithaka S+R.]
Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105
Author: Dimino, Joseph A.
Date: 2015-07-00
Type: Guides - Classroom - Teacher
Subjects: English Language Learners,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 6,Grade 5,Grade 7,Grade 8,Cooperative Learning,Second Language Learning,Literacy Education,Planning,Video Technology,Vocabulary Development,Semantics,Word Recognition,Lesson Plans,Instructional Materials,Scoring Rubrics,Scaffolding (Teaching Technique),Learning Activities,Teaching Methods,Feedback (Response),Learner Engagement,Word Lists,Cues,Context Effect,Reinforcement,Oral Language,Written Language,English (Second Language),Prompting,Communities of Practice,Facilitators (Individuals),Mentors,Group Activities

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative learning. The purpose of the guide is to provide PLC facilitators with a game plan for conducting each session. Handouts are included for each of the four sessions presented in the guide. [For the full guide, &quot;Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Rel 2015-105&quot;, see ED558154.]
The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096
Author: Snipes, Jason
Date: 2015-06-00
Type: Reports - Research
Subjects: Summer Programs,Mathematics Instruction,Mathematics Achievement,Readiness,Algebra,Comparative Analysis,Experimental Groups,Control Groups,Scores,Tests,Surveys,Program Effectiveness,Grade 8,Grade 7,State Standards,Program Evaluation,Self Efficacy,Student Interests,Student Surveys,Mathematical Concepts

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math program targets students who score in the range between &quot;high basic&quot; and &quot;low proficient&quot; on state math tests. It consists of 19 days of mathematics instruction, consisting of three hours per day in traditional classroom instruction and one hour per day using Khan Academy (a free online learning system). During summer 2014, students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. End-of-program test scores and survey responses of students in the treatment group were compared with those of students in the control group prior to their exposure to the program. Treatment group students scored significantly higher than the control group (4 points or 0.7 standard deviation) on a test of algebra readiness. They were also significantly more likely (29 percent versus 12 percent) to reach achievement thresholds associated with success in algebra I. However, treatment and control groups did not show significant differences in terms of math interest or self-efficacy. The results show that the Elevate Math summer program can significantly improve student math achievement and algebra readiness; however, 70 percent of program participants were still not ready for algebra I content. This suggests that summer math programs such as Elevate Math's may be important tools for improving math achievement among rising eighth grade students, but most targeted students will need additional support in order to ensure success in algebra. The following are appended: (1) Data, outcomes, and methodology; and (2) Sensitivity analyses.
Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts. REL 2015-094
Author: Burke, Arthur
Date: 2015-08-00
Type: Reports - Research
Subjects: Suspension,Expulsion,Discipline,English Language Learners,School Districts,Databases,Comparative Analysis,Elementary School Students,Middle School Students,High School Students,Minority Group Students,Age Differences,Discipline Policy,Aggression,Student Behavior,Behavior Problems,Gender Differences,Academic Achievement,Academic Standards,Racial Differences,Ethnic Groups,Student Characteristics,Students with Disabilities,Achievement,Mathematics Achievement

This study examines the rates of exclusionary discipline (i.e., suspensions and expulsions) among English learners and non-English learners in six diverse Oregon districts that serve a third of the state's English learner students. Using 2011/12 databases from the Oregon Department of Education, the study found that differences in suspension and expulsion rates between English learners and non-English learners were much larger in middle school and high school than in elementary school. Approximately 3 percent of English learners and non-English learners were suspended or expelled in elementary school. In middle school, 18 percent of English learners and 11 percent of non-English learners were suspended or expelled, while in high school 14 percent of English learners and 8 percent of non-English learners were suspended or expelled. In addition, English learners in high school were suspended for almost a full day more than non-English learners. Overall, the findings suggest that educators, parents, and community members should examine discipline policies and practices to see if they are being applied inequitably and consider extra supports for any student who is expelled or suspended. The following are appended: (1) Connections to previous research; (2) Data sources and methodology; and (3) Supporting tables on number of instructional days lost to suspension.
Time to Reclassification: How Long Does It Take English Learner Students in Washington Road Map Districts to Develop English Proficiency? REL 2015-092
Author: Greenberg Motamedi, Jason
Date: 2015-08-00
Type: Reports - Research
Subjects: English Language Learners,Classification,Language Proficiency,English (Second Language),Elementary School Students,Time,Scores,Language Tests,Second Language Learning,School Districts

This Regional Educational Laboratory Northwest descriptive study examines how long it took English learner students to gain English proficiency and reclassify as former English learner students at elementary schools in seven Seattle-area school districts. Analyzing test scores of 17,733 students, the study found that the average time to reclassification as a former English learner student was 3.8 years. Students who entered elementary school in earlier grades were able to reclassify as former English learner students faster than their peers who enrolled in later grades; for example, students who entered in grades 3-5 took more than a year longer, on average, to become proficient when compared to students who entered at kindergarten. The following are appended: (1) Data and methodology; and (2) Supplemental data tables.
Head Start. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Low Income,School Readiness,Early Intervention,Program Evaluation,Program Effectiveness,Reading Achievement,Mathematics Achievement,Social Development,Emotional Development,Child Development,Outcomes of Education

&quot;Head Start&quot; is a national, federally funded program that provides services to promote school readiness for children from birth to age 5 from predominantly low-income families. Based on a review of the research, the WWC found &quot;Head Start&quot; to have potentially positive effects on general reading achievement and no discernible effects on mathematics achievement and social-emotional development for 3- and 4-year-old children. A glossary of terms is provided. Appended are: (1) Research details for DHHS ACF (2010); (2) Outcome measures for each domain; (3) Findings included in the rating for the general reading achievement domain; (4) Findings included in the rating for the mathematics achievement domain; (5) Findings included in the rating for the social-emotional development domain; (6) Description of supplemental findings for the general reading achievement domain; (7) Description of supplemental findings for the mathematics achievement domain; (8) Description of supplemental findings for the social-emotional development domain; (9) Description of supplemental findings for the alphabetics domain; (10) Description of supplemental findings for the cognition domain; (11) Description of supplemental findings for the comprehension domain; and (12) Description of supplemental findings for the language development domain. WWC Rating Criteria and a Glossary of Terms are also included. [The Study that meets WWC group design standards without reservations was: U.S. Department of Health and Human Services, Administration for Children and Families. (2010). Head Start impact study. Final report. Washington, DC: Author. http://files.eric.ed.gov/fulltext/ED507845.pdf.]
Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086
Author: Burr, Elizabeth
Date: 2015-07-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Learning Disabilities,Second Language Learning,Student Placement,Special Education,Disproportionate Representation,Educational Policy,Disability Identification,Student Needs,Academic Accommodations (Disabilities),Testing Accommodations,Criteria,Response to Intervention,Guides,Educational Resources,Standardized Tests,Parent Participation,Data Collection,State Standards,State Policy,Literature Reviews,Elementary Secondary Education

While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes (1) the key issues discussed in the research literature and (2) current state procedures for the 20 states with the largest English learner populations. The following are appended: (1) Methods; (2) Research and policy literature reviewed in this report; and (3) State resources related to assessing and supporting English learner students with learning disabilities. An annotated bibliography of references cited in the report and other references related to English learner students who may have learning disabilities is also included.
School Accountability in the Digital Age. Keeping Pace with K-12 Digital Learning. Policy Brief
Author: Watson, John
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Accountability,Elementary Secondary Education,Public Schools,Electronic Learning,Virtual Classrooms,Educational Policy,Accreditation (Institutions),Progress Monitoring,Student Mobility,Educational Finance,Outcomes of Education,Graduation Rate,Data Collection,Information Dissemination,Student Records

Public schools in the United States operate under state accountability systems that vary by state and are meant to measure individual school performance against criteria determined by state policymakers. The purpose of these systems is to hold each school accountable for increasing student performance. However, it has become clear that a single system does not accurately measure all schools. Among the problems is that these systems do not adequately assess schools with high rates of student mobility or a high number of students who enter as over-age or under-credited. Although online schools most commonly face these issues, these concerns also have ramifications for blended schools (those combining digital and face-to-face instruction) and many traditional physical schools as well. The ways in which fully online schools are held accountable vary based on how they are overseen, and by state. Online schools fall into one of several categories, and accountability structures differ based on the categories. This report recommends the following policy changes to help address some of the current accountability system issues: (1) Credit schools with graduating students in five or six years; (2) Measure students' progress towards graduation, especially for situations in which students switch schools; (3) Change funding mechanisms to systems that minimize the impact of high student mobility; (4) Publish data on student mobility for all schools, and consider creating a designation specific to schools with high rates of student mobility, regardless of other student demographic factors; (5) Require separate reporting on online programs so that online student outcomes can be tracked; (6) Calibrate performance penalties for schools that miss targets for the percentage of students who take state assessments; (7) When students change schools, require that the sending school transfer complete student information to the receiving school quickly; and (8) End counting by cohorts, and determine where students go after leaving an online school. An appendix provides supplemental tables. [A list of sponsors of &quot;Keeping Pace with K-12 Digital Learning 2014&quot; can be found on page 2 of the attached document.]
State Online College Job Market: Ranking the States
Author: Carnevale, Anthony
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Geographic Location,Virtual Universities,Colleges,College Graduates,Labor Market,Advertising,Occupations,Industry,Educational Attainment,Employment Qualifications

&quot;State Online College Job Market: Ranking the States&quot; analyzes the online college labor market on a state-by-state basis. We examine the geographic distribution of online job ads for college graduates within industries and occupational clusters, and compare the relative strength of the online college labor market across states. We estimate that between 60 and 70 percent of job openings are now advertised online, and that the online job market continues to grow each year. Nearly 4 million unique job advertisements are posted online each quarter. The appendix contains the following: (1) Online job ads as real-time proxy for labor demand; (2) Adjustments to the data; and (3) Location quotient.
College Is Just the Beginning: Employers' Role in the $1.1 Trillion Postsecondary Education and Training System
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Employers,School Business Relationship,Postsecondary Education,Higher Education,Training,Job Skills,Skill Development,Educational Attainment,Age Differences,Industry,On the Job Training,Expenditures,Costs,Surveys

&quot;College Is Just the Beginning: The Employer Role in $1.1 Trillion Postsecondary Education and Training System&quot; focuses on employer investment in formal training for workers in the context of the broader postsecondary education and training system and the primary institutions involved in skill development in the United States. Along with colleges and universities, employers are the main providers of formal training in the United States. In this brief report, we analyze how much employers spend on formal training, what they spend formal training dollars on, and how spending on formal training varies by workers' educational attainment, age, and industry sector. Formal learning or training features a scheduled, regimented series of learning or training sessions, typically administered by an assigned trainer. Informal learning or training, by contrast, occurs through experience on the job. Appended is: &quot;Data Sources and Methodology.&quot;
From Hard Times to Better Times: College Majors, Unemployment, and Earnings
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Majors (Students),College Students,Unemployment,College Graduates,Outcomes of Education,Employment Level,Economic Climate,Wages,Salaries,High School Graduates,Educational Attainment,Trend Analysis,Bachelors Degrees,Comparative Analysis,Adults,Graduate Study,Associate Degrees

This third installment of &quot;Hard Times&quot; updates the previous analyses of college majors, unemployment, and earnings over the Great Recession. While there is wide variation by college majors, hard times have become better times for most college graduates, but the recovery is far from complete. Hard times are becoming better times for most college graduates, though how much better varies widely among college majors--and for Communications and Journalism majors, whose unemployment rates are still rising, better times have yet to arrive. Overall, however, unemployment rates among college graduates are declining. The earnings advantage they enjoy over high school diploma workers is holding up, though this is due in part to declining earnings among the latter group. The national trend on earnings has been flat or slightly declining, and earnings among college graduates are no exception. A full recovery in the employment of college graduates, especially at the Bachelor's degree level, may be as far off as 2017 and a full recovery in earnings may take longer. Appended are: (1) Unemployment rates for grouped undergraduate majors, 2009-2012, based on data from the American Community Survey; (2) Median earnings for grouped undergraduate majors, 2009-2012; (3) Unemployment rates by detailed majors, 2009-2012; and (4) Median earnings by detailed major, 2009-2012.