ethanporcaro/eric-fulltext-meta huggingface dataset:
Teenage Parents and Their Educational Attainment. Briefing Paper
Author: Neeley, Ann
Date: 2011-00-00
Type: Reports - Research
Subjects: Early Parenthood,Educational Attainment,Educational Research,Achievement Gap,Educational Policy

Becoming a parent, at any age, can be a life-altering experience. Regardless of race, education, and socio-economic status, motherhood--and fatherhood--uniformly places demands on one's life that were non-existent prior to the birth of a child. Research indicates that teenage parents experience reductions in their educational attainments compared to teenagers who are not parents. However, strategies have been reported that can help close this gap between teen parents and non-parents. Key points of this briefing paper include the following: (1) Teenage parents drop out of school due to the responsibilities of caring for their children as well as because of stigmatization and isolation from peers; (2) Teenage parents who receive support from school based services tend to remain in school more than those who receive no support; and (3) Strategies can be implemented to help reduce the negative consequences of early parenting.
The Potential of Degree Reclamation: A Path to Reclaiming the Nation&apos;s Unrecognized Students and Degrees
Author: Wheatle, Katherine
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: College Students,Community Colleges,Time to Degree,College Graduates,Associate Degrees,Learner Engagement,Dropouts,Stopouts,Disproportionate Representation,Minority Group Students,College Programs,Program Implementation,Program Effectiveness,Two Year College Students,Graduation,College Transfer Students

Each year millions of Americans make the decision to pursue a college education to improve their skill sets, boost their earning potential and transform their life circumstances. Yet almost 1 in 5 students leaves empty-handed after investing precious time and valuable resources. And many who amass student loan debt are crippled by the burden of repayment. In 2009, Institute for Higher Education Policy (IHEP) sought to help remedy the problem of associate's degree completion among students who stop-out through &quot;Project Win-Win.&quot; Another multi-state reverse transfer optimization initiative, &quot;Credit When It's Due,&quot; also helped thousands more students earn their degrees. Together, &quot;Project Win-Win&quot; and &quot;Credit When It's Due&quot; strategies--collectively referred to as degree reclamation--have been implemented at 556 institutions in 17 states, producing over 20,000 new associate's degrees. &quot;Degree reclamation&quot;--a combination of evidence-based and equity-focused strategies--helps institutions reengage the &quot;some college, no degree&quot; population, provide these students with targeted supports to aid in their completion of associate's degrees, and award degrees when sufficient credits are earned. &quot;The Potential of Degree Reclamation: A Path to Reclaiming the Nation's Unrecognized Students and Degrees&quot; offers a new vision for scaling degree reclamation nationwide. Degree reclamation is a transformative completion strategy that can help millions of college students achieve their dream of earning a degree, especially underserved students. [This report was co-produced with the Credit When It's Due Research Team.]
Secondary Content-Area Literacy: Time for Crisis or Opportunity for Reform? Briefing Paper
Author: Chauvin, Ramona
Date: 2012-09-00
Type: Information Analyses
Subjects: Content Area Reading,Content Area Writing,Literacy Education,Reading Skills,Writing Skills,Educational Change,Secondary School Students,Secondary School Teachers,Adolescents,Middle School Teachers,Middle School Students

The education field must go beyond calling attention to an adolescent literacy crisis and the need for additional resources--a critical need--to treating adolescent literacy as the foundation for more ambitious efforts to improve middle and high schools in their entirety (Heller &amp; Greenleaf, 2007; Jacob, 2008). Instruction around adolescent literacy, or content-area literacy, is fundamental to building the kind of secondary schools that are necessary to support the nation's social and economic health. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda. This article is about a literature search that focused on studies on secondary content-area literacy that were published within the last 10 years. However, when reference lists were reviewed, staff found that some older research provided key information on the topic. Therefore, these seminal publications were included in the resources used to develop this paper.
Alternative High Schools in Rural Areas. Briefing Paper
Author: SEDL, Texas Comprehensive Center
Date: 2010-00-00
Type: Information Analyses
Subjects: Nontraditional Education,High Schools,Rural Areas,At Risk Students,Program Effectiveness,Dropouts,Dropout Rate,Rural Schools,Rural Urban Differences,Dropout Prevention

Rigorous research on alternative high schools for at-risk students is extremely limited, especially for rural areas. There are case studies and descriptive reports of successful programs for rural students whose needs are not met in traditional schools. In general, these programs share the same characteristics as those found in urban areas. Some programs and schools are profiled in two appendices included in this report. Successful alternative high schools, whether rural or urban, have many characteristics in common, including these key points: (1) small class size, with strong individual supports, both academic and social; (2) self-paced curriculum, with flexible scheduling; (3) parental involvement; and (4) more autonomous management. A chart provided in Appendix A provides information from case studies of rural alternative education programs. The name of the school/program (if available), source of information, program's reported evidence of effectiveness, and characteristics of the program are listed for each. A combined list of references and additional resources is also provided.
Meeting the Needs of Diverse Learners. Briefing Paper
Author: SEDL, Texas Comprehensive Center
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Middle School Teachers,Secondary School Teachers,Outcomes of Education,Disabilities,Student Needs,Student Diversity,Educational Change,Middle School Students,Secondary School Students,College Readiness,Career Readiness,Child Neglect,Migrants,Youth,Homeless People,Delinquency,Academic Achievement,Public Schools

Effectively meeting the needs of an increasingly diverse population of students presents challenges for educators across the United States, including the Texas and Southeast Comprehensive Center regions. Increasingly rigorous achievement expectations must be supported with flexible, accessible curricula, offering multiple pathways to success in order to secure opportunities for all children. Key points of this briefing paper include the following: (1) Multi-tier systems of support offer a research-based approach to addressing the myriad needs of youth struggling with school success; and (2) Application of the principles of Universal Design for Learning (UDL) can make curriculum and instruction both accessible and engaging for all learners, resulting in increased opportunities for learning success. The success of any public education reform effort will be tied, at least in part, to the ability to address appropriately the academic and social-behavior needs of diverse learners. By redefining the focus from one of &quot;fixing students&quot; to one of providing high-quality education that is responsive to individual needs (Riele, p. 141) the system will invariably improve experiences and outcomes for all students.
Research-Based Strategies for Teaching Social Studies, Science, and Mathematics to ELs at the Secondary Level. Briefing Paper
Author: Quiroz, Blanca
Date: 2012-00-00
Type: Information Analyses
Subjects: Social Studies,Science Instruction,Mathematics Instruction,Secondary School Science,Secondary School Mathematics,English Language Learners,Secondary School Teachers,Secondary Schools,Educational Strategies,Secondary School Students,Elementary Schools,Comparative Analysis

It is difficult for secondary-level ELs to achieve academic success comparable to their non-EL peers because of linguistic challenges specific to secondary-level core-content areas, in addition to barriers faced by ELs in general. Some promising strategies for use in mathematics, science, and social studies are reported. Key points of this briefing paper include the following: (1) ELs in secondary schools face challenges different from those in elementary schools; (2) Explicit teaching of cognitive strategies has shown benefits for secondary ELs; and (3) Teachers need to use multiple ways of presenting information to support learning for secondary ELs.
Parental Involvement in English Language Education: Understanding Parents&apos; Perceptions
Author: Kalayci, Gulce
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Second Language Learning,English (Second Language),Parent Attitudes,Elementary School Students,Demography,Parent Teacher Cooperation,Parents as Teachers,Parent Influence,Homework

Parental involvement is a significant factor influencing students' educational development. The present study explores Turkish parents' perceptions of involvement in their children's learning English in terms of their demographic characteristics. The participants of the present research include the parents of the students studying at the 1st to 4th grades of a private primary school in Ankara. This research was designed as a sequential explanatory study in which a 29-item survey was used along with a semi-structured interview. Findings suggest that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. Therefore, they have a good relation with the teachers and they get involved in their children's English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents' perceptions about parental involvement.
The Incremental Teaching Project Design for Project-Based Learning and Its Application in Java Programming Course
Author: Huang, Hong
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Teaching Methods,Computer Science Education,Programming Languages,Problem Solving,Independent Study,Instructional Design,Sequential Approach,Programming,Curriculum Implementation

Project-Based Learning (PBL) is a widely adopted pedagogy that ignites students' interest of a subject through the investigation of an authentic problem and cultivates their abilities of innovation and self-learning. Traditional PBL often involves a project of complexity and significant scale, which, under the time constraint of a course, is often difficult for students to handle and risks insufficient comprehension of the knowledge and negative impact on learning confidence. This paper proposes an incremental teaching project concept and its design strategy on top of the traditional project-based learning. An incremental teaching project is carefully designed for a Java Programming curriculum, based on which we discuss the dos and don'ts of applying incremental PBL to teaching.
Exploring Internet Addiction, Academic Procrastination and General Procrastination among Pre-Service ICT Teachers
Author: Uzun, Ahmet Murat
Date: 2014-04-00
Type: Journal Articles
Subjects: Addictive Behavior,Internet,Preservice Teachers,Study Habits,Correlation,Measures (Individuals),Predictor Variables,Teacher Education Programs,Foreign Countries,Educational Technology,Computer Science Education,Scores,Academic Achievement,Student Attitudes

Internet addiction is regarded to be as a psychological issue with potential sociological effects. Considering this reality in mind, the purpose of this research is to investigate the existence of internet addiction among pre-service ICT teachers. The study also aimed at examining relationships among academic procrastination, general procrastination and internet addiction. Internet Addiction Test (IAT), General or Life Routine Procrastination Scale (GP) and Academic Procrastination (AP) Scale were used as data gathering tools. Adopting survey model, 194 pre service ICT teachers, studying at one of the public universities in Turkey, participated to the study. The results indicated that (1) internet addiction existed among pre-service ICT teachers; (2) there were significant relationships among the variables of academic procrastination, general procrastination and internet addiction, and finally (3) general procrastination was found to be a better predictor than academic procrastination in predicting internet addiction. The findings of the study were discussed in the lights of the literature on internet addiction, general procrastination and academic procrastination.
Getting Students on Track for Graduation: Impact of the Early Warning Intervention and Monitoring System after One Year
Author: Faria, Ann-Marie
Date: 2018-00-00
Type: Reports - Research
Subjects: Progress Monitoring,At Risk Students,Graduation Rate,Program Effectiveness,Attendance Patterns,Academic Failure,High School Students,Grade Point Average,Behavior Problems,Intervention,Grade 9,Grade 10,Dropout Prevention

The national high school graduation rate reached its highest level in U.S. history--82 percent--during the 2013-14 school year (Kena et al., 2016)--but dropout remains a persistent problem in the Midwest and nationally. Early warning systems that use research-based warning signs to identify students at risk of dropping out have emerged as one strategy for improving graduation rates. More robust, comprehensive early warning systems also emphasize matching and assigning identified students with interventions to help them get on track for graduation (Neild, Balfanz, &amp; Herzog, 2007) and continued monitoring of students' progress in these interventions. However, little is known about the impact of the use of early warning systems on students and schools. This study examines the impact and implementation of one early warning system--the Early Warning Intervention and Monitoring System (EWIMS)--on student and school outcomes in three Midwestern states. The study examines the following research questions after the first year of EWIMS adoption: (1) What is the impact of EWIMS on indicators of student risk? and (2) What is the impact of EWIMS on student progress in school? This study provides rigorous initial evidence that, even with limited implementation during the first year of adoption, using a comprehensive early warning system can reduce the percentage of students who are chronically absent or fail one or more courses. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Developing and Testing a Scalable Identity-Based Motivation Intervention in the Classroom
Author: Sorensen, Nicholas
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Motivation,Intervention,Urban Schools,Public Schools,Grade 8,Elementary School Students,Elementary School Teachers,Identification (Psychology),Program Implementation,Fidelity,Pilot Projects,Program Effectiveness

Nearly one in five Americans does not graduate from high school (U.S. Department of Education, 2017) and risk of dropout disproportionally affects economically disadvantaged, racial/ethnic minorities. Dropout occurs for many reasons but usually results from cumulative disengagement with school (Fine, 1991; Orfield et al., 2004). Identity-Based Motivation (IBM) interventions that make the future feel close (by focusing students on their future selves) and school feel like the path to get there have been shown to improve academic outcomes (Oyserman, 2012, 2015). In a randomized control trial conducted in Detroit (Oyserman et al., 2006), one brief, IBM intervention administered in 8th grade called School-to-Jobs demonstrated improvements in self-regulatory behaviors (decreased unexcused absences, increased time spent doing homework, increased initiative in classroom; decreased disruptive behaviors) and academic outcomes (core subject GPA, test scores, retention) among low-income, at-risk eighth-grade students. Significant effects persisted or grew larger across the transition to high school two years post-intervention and effects were mediated by changes in IBM. Although this study provides a rigorous test of theory, the intervention was led by external trainers and is not scalable. The authors developed and pilot-tested a scalable teacher-led, teacher-trained adaptation of the intervention called Pathways to Success (Pathways). This paper highlights refinements to enhance usability/feasibility of implementation. A pilot study examined the following research questions: (1) To what extent can eighth-grade teachers implement Pathways with fidelity? and (2) What is &quot;impact&quot; of Pathways on eighth-grade student academic outcomes? Though preliminary, the study suggests the following conclusions: (1) Eighth-grade teachers can implement Pathways with moderate-to-high fidelity; (2) Pilot analyses of outcomes show promise for students--improving course performance and reducing risk of course failure in eighth grade; and (3) Future research employing an experimental design is needed to test the impact of Pathways on student outcomes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Designing Research on Costs within Randomized Field Trials
Author: Bowden, A. Brooks
Date: 2017-09-00
Type: Reports - Research
Subjects: Research Design,Costs,Randomized Controlled Trials,Educational Research

Initiatives during the Bush Administration and the Obama Administration may have set the stage for a&quot;Golden Age of evidence-based policy&quot; (Haskins, 2015). Together these efforts stress the importance of accurate, internally valid evidence that can inform decisions to more efficiently allocate public resources. In 2002, the U.S. Department of Education's Institute of Education Sciences (IES) was built upon this idea and set out to grow the experimental evidence available within the field of education. Randomized field trials were the focus of IES initially as this method is the accepted gold standard of evidence (US Department of Education, 2003). Such studies, if executed properly, tell us if a particular program (broadly defined) achieves the goals it was designed to improve. The necessity of knowing if a program works is indisputable. However, when deciding among alternative options, evaluations without an analysis of costs are not sufficient for policymaking (Ross, Barkaoui, &amp; Scott, 2007; Monk, 1995). Recently, the Department of Education, Department of Labor, USAID, and other major sources for education research funding started requiring that proposals for research include an economic evaluation in the form of a cost study, cost-effectiveness analysis, or benefit-cost analysis. To meet this requirement, researchers must use the same budget that was allocated prior to this requirement ($3.3 million, for example) to address impacts, implementation/fidelity, and now also costs. Thus, a major challenge facing researchers is how to incorporate this branch of research within the evaluation in a way that does not drastically shift the research budget and that adds to the story being told by the evaluation more broadly. Another issue is that costs have not been historically included in this kind of work and the methods of assessing costs have been largely absent from pre-doctoral training (Rice, J.K., 1997; Levin, 2001; Clune, 2002; Harris, 2008; Levin, 2013). This paper addresses this growing demand by providing guidance on how to design a cost study within the context of randomized controlled trials (RCTs) for the purposes of assessing the resources utilized in improving educational outcomes. Broadly, the method presented here, the ingredients method, is not new (the primary text on the subject has three editions, with the most recent being Levin et al., 2017). What this paper contributes is a summary of the method and guidelines to simplify the integration of research on costs into randomized field trials. As federal and state budgets for education research are not likely increasing, this work is imperative to the successful design and integration of economic evaluation. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
A Longitudinal Study of the Impact of Attending an Inclusive STEM High School: The Case for Using Two Comparison Groups
Author: Wang, Haiwen
Date: 2018-00-00
Type: Reports - Research
Subjects: STEM Education,High School Students,Disproportionate Representation,Institutional Mission,Institutional Characteristics,School Districts,Student Interests,Comparative Analysis,Student Characteristics,Middle School Students,Academic Achievement,Attendance,Academic Persistence,High School Graduates,College Readiness,Academic Aspiration,Low Income,African American Students,Longitudinal Studies,Outcomes of Education,Program Descriptions

Policymakers argue that only by enlarging the science, technology, engineering, and mathematics (STEM) pipeline in a way that attracts, supports, and sustains the participation of students from all kinds of backgrounds can the United States meet its needs for science and technology innovation, economic prosperity, and social well-being (National Academies, 2005). To meet this need, inclusive STEM high schools (ISHSs) combine rich STEM course offerings and experiences with an explicit mission to serve students from under-represented groups accepted on the basis of interest rather than competitive examination. One of the distinctive features of the present ISHS study is that it provides a comprehensive picture of the impact of ISHSs by using two sets of comparison groups: schools in the same districts as the ISHSs to control for local context; and comparable schools in districts with no access to STEM schools to alleviate potential bias caused by student self-selection into ISHSs. The two comparisons validate each other in providing solid evidence regarding the impact of ISHSs. This study addresses the following research questions: (1) Do students attending ISHSs differ from students in other same-district high schools in terms of demographic characteristics and middle school achievement? and (2) Is there evidence of an impact of ISHS attendance on students' persistence to 12th grade, high school graduation, and college readiness and aspirations? The data indicates that North Carolina ISHSs served a diverse set of students. Compared with students in the same districts, ISHS students had slightly lower incoming academic achievement and were more likely to be African American and to come from low-income households. Within- and out-of-district comparisons provide consistent findings on the impact of ISHS attendance. ISHS attendance appears to have a positive impact on students' persistence to 12th grade, high school graduation, and college readiness and aspirations. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]