ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multiple Imputation Score Test for Model Modification in Structural Equation Models
Author: Mansolf, Maxwell
Date: 2020-00-00
Type: Reports - Research
Subjects: Structural Equation Models,Computation,Scores,Simulation,Maximum Likelihood Statistics,Statistical Inference,Error of Measurement,Goodness of Fit

Structural equation modeling (SEM) applications routinely employ a trilogy of significance tests that includes the likelihood ratio test, Wald test, and score test or modification index. Researchers use these tests to assess global model fit, evaluate whether individual estimates differ from zero, and identify potential sources of local misfit, respectively. This full cadre of significance testing options is not yet available for multiply imputed data sets, as methodologists have yet to develop a general score test for this context. Thus, the goal of this paper is to outline a new score test for multiply imputed data. Consistent with its complete-data counterpart, this imputation-based score test provides an estimate of the familiar expected parameter change statistic. The new procedure is available in the R package semTools and naturally suited for identifying local misfit in SEM applications (i.e., a model modification index). The article uses a simulation study to assess the performance (Type I error rate, power) of the proposed score test relative to the score test produced by full information maximum likelihood (FIML) estimation. Owing to the two-stage nature of multiple imputation, the score test exhibited slightly lower power than the corresponding FIML statistic in some situations but was generally well-calibrated. [The paper was published in &quot;Psychological Methods.&quot;]
Alternative Means to Show Student Growth and Learning: Open Badges and Other Systems. A White Paper of the Stark Education Partnership
Author: Stark Education Partnership
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Recognition (Achievement),Academic Achievement,Electronic Publishing,Credentials,Career Readiness,Graduation Requirements,Alternative Assessment,Elementary Secondary Education

The issuing of badges for achievement is not necessarily a new concept for adults (consider the military), nor for children (look at scouting). Yet, except for sports trophies and award days, the concept is alien to education where letter grades and scores on standardized tests remain the primary means of recognition. This document shares alternative means to measure growth and learning in education, with an emphasis on &quot;soft skills.&quot; The document discusses Open Badges--visual tokens of achievement, affiliation, authorization, or other trust relationship sharable across the web--as one way to recognize learning beyond formal credentialing systems. A parallel effort exists in Ohio. While not an open badging system, per se, students in the Class of 2018 may earn the &quot;Ohio Means Jobs Readiness Seal,&quot; which also serves as one of the qualifiers under Option One of the 2018 Ohio Graduation Requirements. The document also discusses Credly, a thought leader in the digital credentials movement. Credly is committed to &quot;access and equity by making the Credly platform universally available to anyone looking to be part of the Digital Credentials movement.&quot;
Higher Education in Science and Engineering. Science &amp; Engineering Indicators 2020. NSB-2019-7
Author: Trapani, Josh
Date: 2019-09-04
Type: Reports - Research
Subjects: Higher Education,Educational Indicators,Psychology,Biological Sciences,Agricultural Education,Social Sciences,Engineering Education,Mathematics,Computer Science,Statistics,Educational Trends,Cross Cultural Studies,Comparative Education,Institutional Characteristics,Distance Education,Online Courses,Government Role,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Gender Differences,Race,Ethnicity,Trend Analysis,Foreign Students,Educational Attainment,Benchmarking,Community Colleges,Minority Group Students,Physical Sciences,Earth Science,Foreign Countries,Academic Persistence

The report provides a portrait of science and engineering (S&amp;E) higher education in the United States, including trends over time and comparisons with other nations. S&amp;E fields, as defined in this report, include astronomy, chemistry, physics, atmospheric sciences, earth sciences, ocean sciences, mathematics and statistics, computer sciences, agricultural sciences, biological sciences, psychology, social sciences, and engineering. At the doctoral level, the medical and health sciences are included under S&amp;E because the doctoral-level data correspond to the doctor's-research/scholarship degree level, which includes research-focused degrees. The report is divided into four main sections. The first section provides an overview of the U.S. higher education system, with special emphasis on several types of institutions, and on distance and online education. This section also provides information on sources of aid for undergraduate and graduate S&amp;E education, with a focus on the federal government's role. The second section looks at trends over time in S&amp;E degree awards at the undergraduate and graduate levels, highlighting patterns by field. The third section focuses on the demographic attributes of S&amp;E degree recipients, including sex and race and ethnicity. It examines trends by degree level and field. The final section focuses on international S&amp;E higher education. This section provides data on students on temporary visas who study or earn degrees in the United States. It also benchmarks the United States with other nations in terms of S&amp;E degrees awarded.
Statewide Longitudinal Data Systems (SLDS) Survey Analysis: Descriptive Statistics. Stats in Brief. NCES 2020-157
Author: Bloom-Weltman, Julia
Date: 2019-10-00
Type: Reports - Research
Subjects: Longitudinal Studies,Information Systems,Elementary Secondary Education,Data Use,Decision Making,State Programs,Student Records,Teachers,Postsecondary Education,Labor Force,Vocational Education,Early Childhood Education

Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K-12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making.
Family Involvement, 2nd Edition. NDTAC Issue Brief
Author: Jackson, Kia
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Family Involvement,Juvenile Justice,Family Characteristics,Family School Relationship,Therapy,National Standards,Barriers,Elementary Secondary Education,Educational Legislation,Federal Legislation,Delinquency,Prevention,Youth

In this update to the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) 2006 issue brief on family involvement, the evolving definition of family and the compelling reasons for family engagement are explored. Further, promising advances in the field and innovative ways in which systems across the country are approaching family involvement and engagement are presented. The expanding role of the Federal government through the inclusion of family engagement in statutory and nonregulatory guidance is discussed. Finally, a selection of the ever-growing resources and tools for State, local, and tribal jurisdictions interested in establishing and/or building upon their efforts to meaningfully engage and partner with families is provided.
Using Kindergarten Entry Assessments to Measure Whether Philadelphia&apos;s Students Are On-Track for Reading Proficiently
Author: Harding, Jessica F.
Date: 2019-10-00
Type: Reports - Research
Subjects: Emergent Literacy,Reading Skills,Language Arts,Early Reading,Standardized Tests,Scores,Predictor Variables,Public Schools,Correlation,Academic Ability,Learner Engagement,Kindergarten,Grade 1,Grade 2,Grade 3,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Economically Disadvantaged,English Language Learners,Special Education,Student Behavior,Reading Fluency,Oral Reading

The purpose of this study was to identify an indicator that the School District of Philadelphia (SDP) could use to measure the percentage of entering kindergarteners who are on-track to read on grade level by the end of grade 3. To develop the indicator, this study examined relationships between student scores on SDP's different assessments that measure early reading skills. It set a threshold on an index of two dimensions of the Pennsylvania Kindergarten Entry Inventory (KEI)--Emerging Academic Competencies and Learning Engagement Competencies--to measure whether students are likely to be proficient in English language arts (ELA) on the Pennsylvania System of School Assessment (PSSA) in grade 3. For these analyses, the study used district administrative data on 3,521 SDP students who took the KEI in 2014/15 and the grade 3 PSSA in ELA in 2017/18. Students with higher scores on the KEI in 2014/15 had higher ELA scores on the grade 3 PSSA in 2017/18. The study established the threshold of 6 on a 1-10 index of the two KEI dimensions to predict whether students would be proficient. The percentage of students above this threshold matched the actual 37 percent proficiency rate of the study cohort in grade 3. Accurate prediction of the proficiency rate of the full cohort of students was possible despite a large number of errors in predicting the proficiency of individual students. The threshold correctly predicted the proficiency status of 53 percent of the students who were proficient on the grade 3 PSSA and 73 percent of those who were not proficient. Students with higher scores on SDP's annual spring reading assessments in kindergarten through grade 3 also had higher KEI scores and grade 3 PSSA in ELA scores. SDP can apply the study-established threshold to the KEI scores of future kindergarten cohorts to examine changes over time in the percentages of students who are on-track for reading proficiently in grade 3. Differences in this indicator for future cohorts might reflect the efforts of Philadelphia's citywide investments in early childhood education from birth to age 5. To identify individual students for support in reading, SDP may wish to use different measures or thresholds that more accurately predict which individual students are at risk of not being proficient in reading. Other states and districts could consider using kindergarten entry assessments to track students' progress towards reading proficiency.
Continued Proof: The First Seven Graduating Classes of Canton Early College High School
Author: Stark Education Partnership
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: High Schools,Dual Enrollment,Associate Degrees,High School Graduates,School Effectiveness,Outcomes of Education,Partnerships in Education,College Credits,Urban Schools,Academic Persistence,Disproportionate Representation

In 2005, when the Canton City School District, Stark State College, the Canton Professional Educators Association, and the Stark Education Partnership came to together to establish Canton's Early College High School (CECHS), the percentage of the city's young adults with some college or an associate degree was 33%. CECHS affords students an opportunity to earn both a diploma and an associate degree during their high school career. In 2005 with only 12.5% of its adults (today it is 13.2%) with a bachelor's degree or higher and 81% of its students in poverty, Canton's poorest neighborhoods needed a compelling example that college is possible. From the onset, CECHS was envisioned not just as a school, but as a culture-shifting community &quot;proof-point&quot; that impoverished inner city students can be successful with college-level work. This report provides key indicators of success for students, such as: graduating high school on time; graduating with college credit; and graduating with an associate degree. Further success indicators include: not one, but two degrees; and beyond early college high school--which means pursuing additional college degrees or serving in the military. The report emphasizes the benefits to the students and their communities should they earn more degrees. [For the previous report, &quot;Proof of Progress: The First Six Graduating Classes of Canton Early College High School,&quot; see ED559733.]
Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018
Author: Asera, Rose
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,Coaching (Performance),College Faculty,Program Development

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to support the development of middle leaders across the California Community Colleges. Every year LFM produces an internal evaluation report presenting what participants learned from their experiences; academy leaders incorporate that feedback into ongoing program development. This year's report focuses on the roles middle leaders can play in the early stages of design and development of Guided Pathways. The report begins with LFM's purpose, design, and outcomes, and describes recent programmatic changes. The body of the report then presents observations about middle leaders in the development of Guided Pathways in the following categories: (1) The connection between LFM teams and college Guided Pathways leadership teams; (2) Application of LFM strategies and tools to development of Guided Pathways; (3) College progress in Guided Pathways; and (4) Anticipated challenges and opportunities for the coming year. Subsequent sections continue exploration of how middle leaders develop their leadership identity, particularly in the context of Guided Pathways, and further describe the embedded coaching component of the LFM program design. [For the executive summary to this report &quot;Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018. Executive Summary,&quot; see ED599406.]
Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018. Executive Summary
Author: Asera, Rose
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,Coaching (Performance),College Faculty,Program Development

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to support the development of middle leaders across the California Community Colleges. Every year LFM produces an internal evaluation report presenting what participants learned from their experiences; academy leaders incorporate that feedback into ongoing program development. This year's report focuses on the roles middle leaders can play in the early stages of design and development of Guided Pathways. This report provides an executive summary of the full report. The full report begins with LFM's purpose, design, and outcomes, and describes recent programmatic changes. The body of the report then presents observations about middle leaders in the development of Guided Pathways in the following categories: (1) The connection between LFM teams and college Guided Pathways leadership teams; (2) Application of LFM strategies and tools to development of Guided Pathways; (3) College progress in Guided Pathways; and (4) Anticipated challenges and opportunities for the coming year. Subsequent sections continue exploration of how middle leaders develop their leadership identity, particularly in the context of Guided Pathways, and further describe the embedded coaching component of the LFM program design. [For the full report &quot;Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018,&quot; see ED599404.]
Proof and Beyond: The First Three Graduating Classes of Canton Early College High School
Author: Rochford, Joseph A.
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: High Schools,Dual Enrollment,Associate Degrees,High School Graduates,School Effectiveness,Outcomes of Education,Partnerships in Education,College Credits,Urban Schools,School Readiness,Academic Persistence,Disproportionate Representation

In 2005, the Canton City Schools (CCS), Stark State College (SSC), the Canton Professional Educators Association (CPEA) and the Stark Education Partnership (SEP) came together to establish Canton's Early College High School (CECHS). The original goal of Canton Early College High School (CECHS) in 2005 was to create an opportunity for urban students to earn both a diploma and an Associate Degree while in high school. In 2011, the goal was changed to create an opportunity for the students to go on to earn their Bachelor's Degree. No study has tracked early college students through what might be thought of as a new &quot;gold-standard&quot; of success for early college high schools, completion of a Baccalaureate Degree. This, the third in a series of yearly reports on CECHS outcomes by the Stark Education Partnership, begins that process. Trend data is beginning to emerge. For the first time, this report includes a review of continuing college outcomes for all three graduating classes to date. While it is still too early to track completion in four-year programs, continuing enrollment can be verified for most students. [For the report on the first two graduating classes, &quot;Ongoing Proof: Results from the Canton Early College High School Class of 2010,&quot; see ED525147.]
Navigating the Digital Shift 2019: Equitable Opportunities for All Learners
Author: Fox, Christine
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Policy,Individualized Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Faculty Development,Models,Program Implementation,Access to Computers,Instructional Materials,Technology Integration,Job Skills,State Government,Leadership Responsibility,Federal Legislation,Elementary Secondary Education,Educational Legislation,State Aid,Internet,Accessibility (for Disabled),Information Security,Privacy

This publication highlights how state policies and guidance are supporting the transformation to personalized learning through digital instructional materials. Specifically, the report includes personalized learning approaches and the policies and processes around the selection, curation, procurement, professional learning and funding of digital instructional materials. Evidence of state leadership is highlighted throughout this publication. Specifically, this report: (1) Identifies the essential conditions for teaching and learning in a digital environment; (2) Shares professional learning opportunities; (3) Highlights a variety of state and district implementation models; (4) Offers guidance on accessibility policies and practices; and (5) Provides considerations for next steps. [Support for this work was provided by the State Instructional Materials Review Association (SIMRA) and the National Center on Accessible Educational Materials. For a related report, see &quot;State K12 Instructional Materials Leadership Trends Snapshot&quot; (ED599469).]
The Cost of Doing Nothing: An Urgent Call to Increase Educational Attainment in the Commonwealth
Author: State Council of Higher Education for Virginia
Date: 2019-04-30
Type: Reports - Descriptive
Subjects: Educational Attainment,Achievement Gap,Statewide Planning,Brain Drain,Credentials,Educational Improvement,Academic Degrees,Rural Population,Economic Development,Labor Force Development,Higher Education,Citizen Participation,Low Income,Educational Opportunities,Education Work Relationship

&quot;The Virginia Plan for Higher Education&quot; articulates the objective that the Commonwealth will be the best-educated state by 2030. To achieve this objective, Virginia not only must increase educational attainment rates, but also must close the gaps in the differing rates of attainment that exist across its population and its regions. For these higher levels of attainment to be meaningful, Virginia also must address problems in its talent pipeline. These problems relate to the growing out-migration of educated residents, the slowing in-migration of educated non-Virginians, the changing needs for talent in Virginia business and industry, and the increased value, especially in some areas of the state, of sub-associate-degree workforce credentials. Within this context, in fall 2018 the State Council of Higher Education for Virginia (SCHEV) formed an ad hoc committee to consider ways to improve educational outcomes across the state. This report is a summary of the ad hoc committee's considerations, findings and proposed actions.
Not Just IQ: Patterning Predicts Preschoolers&apos; Math Knowledge beyond Fluid Reasoning
Author: Zippert, Erica L.
Date: 2019-08-00
Type: Reports - Research
Subjects: Preschool Children,Spatial Ability,Mathematics Skills,Cognitive Ability,Short Term Memory,Mathematical Logic,Knowledge Level,Mathematical Concepts,Numeracy,Geometric Concepts,Preschool Education,Sequential Learning

Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities, including fluid reasoning, working memory, and spatial skill. Further, the link between patterning and general math knowledge and specific math skills (i.e., numeracy and shape knowledge) was examined. Children's patterning skills were significantly but only moderately linked to their performance on general cognitive ability measures (e.g., fluid reasoning). Further, beyond the effects of these general cognitive abilities, patterning significantly predicted both general math and numeracy knowledge, as well as verbal calculation and magnitude comparison. Thus, although patterning skills related to measures of general cognitive ability, patterning was a unique contributor to children's general math and numeracy knowledge and specific math skills. Theories of math development and early math standards should thus be modified to emphasize the role of children's patterning skills to their math development. [This paper will be published in &quot;Journal of Cognition and Development.&quot;]