ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Assessment Levels of Students&apos; Learning According to Cognitive Domain of Bloom&apos;s Taxonomy
Author: Anees, Sehar
Date: 2017-10-21
Type: Reports - Research
Subjects: Student Evaluation,Learning Processes,Taxonomy,Writing Evaluation,Evaluation Criteria,College Students,Synthesis,Comprehension,Knowledge Level,Evaluative Thinking,Foreign Countries,Tests

In Bloom's Taxonomy, cognitive domain is one of the three domains that were established by Benjamin Bloom in 1956. This domain was intended to verify a student's cognitive excellence during written assessment. The purpose of the study was to analyze the assessment levels of students' learning according to cognitive domain of Blooms' Taxonomy. The study measured the cognitive levels of questions that teachers asked in examinations to evaluate students' learning. Question papers of all teachers were collected to analyze the cognitive levels. The results showed that there are several teaching methodologies used to teach the students but the examinations were limited to the lower level of learning. Most of the teachers had no information about Bloom's Taxonomy. Results of the question paper analysis revealed that most of the questions were on lower level (knowledge, comprehension and application); only few questions were on higher level (analysis, synthesis, and evaluation). The results revealed that there were more focused on lower levels of learning while asking questions. There was less implementation of higher level of questions. In crux, the best ranked university should provide the good questions' criteria, and there should be focused to improve the student-teacher interaction which is the main cause of lack of higher level of learning in students.
Efficacy of a High School Extensive Reading Intervention for English Learners with Reading Difficulties
Author: Vaughn, Sharon
Date: 2018-00-00
Type: Reports - Research
Subjects: Intervention,Reading Programs,Adolescents,Reading Difficulties,English Language Learners,Urban Schools,High School Students,Program Effectiveness,Reading Fluency,Reading Comprehension,Vocabulary Development,Sentences,Grade 9,Grade 10,Reading Tests

This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to the Reading Intervention for Adolescents treatment condition (n = 175) or a business-as-usual comparison condition. Students assigned to the treatment condition participated in the intervention for approximately 50 minutes daily for 2 school years in lieu of a school-provided elective course, which business-as-usual students took consistent with typical scheduling. Findings revealed significant effects for the treatment condition on sentence-level fluency and comprehension (g = 0.18) and on a proximal measure of vocabulary learning (g = 0.41), but not on standardized measures of word reading, vocabulary, or reading comprehension (g range: -0.09 to 0.06). Posthoc moderation analyses investigated whether initial proficiency levels interacted with treatment effects. On sentence-level fluency and comprehension and on vocabulary learning, initial scores were significantly associated with treatment effects--however, in opposite directions. Students who scored low at baseline on sentence reading and comprehension scored relatively higher at posttest on that measure, whereas students who scored high at baseline on the proximal vocabulary measure scored relatively higher at posttest on that measure. The discussion focuses on the difficulty of remediating persistent reading difficulties in high school, particularly among English learners, who are often still in the process of acquiring academic proficiency in English. [This paper was published in the &quot;Journal of Educational Psychology,&quot; 2018.]
What Happens Next? Delivering on the Promise of Preschool
Author: Ansari, Arya
Date: 2018-01-29
Type: Opinion Papers
Subjects: Preschool Education,School Readiness,Program Effectiveness,Outcomes of Education,Preschool Children,Elementary School Students,Student Experience,Success,Student Characteristics,Student Development,Early Intervention

Although scientific research has clearly shown that preschool programs prepare children for kindergarten, increasing attention has been drawn to whether these early investments in children's education have long-term impacts. Here, we argue that long-term impacts of preschool cannot be viewed in isolation from children's subsequent experiences and, in fact, are unlikely absent of continued investments in children's education. As part of this commentary we focus on two key themes: (a) what we can expect from one year of preschool education; and (b) what happens after children enter elementary school. In addressing these themes, we contextualize the work of Lipsey and colleagues (2018) in the existing evidence base and discuss areas in need of continued empirical attention. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly.&quot;]
Trustee Handbook. A Publication of the Community College League of California
Author: Smith, Cindra J.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Public Colleges,Postsecondary Education,Governance,Governing Boards,School Policy,Planning,Trustees,Advocacy,Ethics,Educational Policy,Progress Monitoring,Board Administrator Relationship,Participative Decision Making,Teacher Participation,Employees,Educational Finance,Budgets,Budgeting

The California Community College system is the largest system of higher education in the world, with 114 colleges organized into 72 districts, serving over 2 million students. The colleges are publicly supported and locally oriented institutions that offer associate degrees, transfer education, and workforce development programs. They are part of California's three-tiered, public postsecondary educational system--the California Community Colleges, California State University, and University of California. This report includes information on: (1) California Community Colleges; (2) The Governing Board; (3) Toward an Effective Board; (4) Policy, Planning, and Monitoring; (5) The Board and the CEO; (6) Board/Staff Relationships; (7) Fiscal Responsibilities; and (8) Resources. [The &quot;Trustee Handbook&quot; is updated annually.]
The Federal Investment in Education
Author: Committee for Education Funding (CEF)
Date: 2018-05-18
Type: Reports - Descriptive
Subjects: Federal Aid,Resource Allocation,Student Financial Aid,Elementary Secondary Education,Preschool Education,Postsecondary Education,Budgets,At Risk Students

The United States currently invests only 2 percent of the federal budget on education. The federal investment in education is crucial to ensure access to high quality education from pre-school to higher education, fill gaps where local and state funding is insufficient or where new priorities and needs arise, and help with the costs of federally mandated services, such as special education. Federal funding is targeted to where it is most needed--almost two thirds of appropriations for the Department of Education support teaching in low-income communities or aid for low-income college students. In addition, the student loan program is available to students at all income levels.
The Benefits of Center-Based Care and Full-Day Kindergarten for School Attendance in the Early Grades
Author: Ansari, Arya
Date: 2018-04-17
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Education,Kindergarten,Child Care Centers,Attendance Patterns,Grade 1,Preschool Children,Elementary School Students,Program Effectiveness,School Schedules

Background: School absenteeism has been recognized as a growing issue in the United States, especially during the early elementary school years when it is most pervasive. Accordingly, there has been growing interest in understanding why children are absent and whether certain early educational experiences can reduce children's rates of school absences. Objective: The objective of this investigation was to estimate the additive and multiplicative benefits of children's early school experiences in preschool (center-based care) and kindergarten (center-based care and full day kindergarten enrollment) for patterns of school absenteeism in kindergarten and first grade. Methods: To address these objectives, data were drawn from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 and included 12,835 children and families. Results: Children who attended center-based care in preschool and kindergarten had fewer missed school days and were less likely to be chronically absent in kindergarten and first grade. Children in full-day kindergarten programs had more absences by the end of kindergarten, but fewer absences by the end of the following year. No specific combination of early school arrangements was most beneficial. Instead, children who experienced more early educational arrangements were generally absent less frequently and these benefits were larger in first grade than in kindergarten. Conclusions: When taken together, findings underscore the importance of formal early educational programs and opportunities on longer-term school attendance. [This is the in press version of an article published in &quot;Child and Youth Care Forum.&quot;]
Fewer Students, More Diversity: The Shifting Demographics of High School Graduates. Data Insights
Author: Bransberger, Peace
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: High School Graduates,Demography,Educational Trends,Geographic Regions,Racial Differences,Ethnic Groups,Student Diversity,Graduation Rate,Hispanic American Students

The Western Interstate Commission for Higher Education's (WICHE's) ninth edition of &quot;Knocking at the College Door: Projections of High School Graduates,&quot; published in December 2016 (revised February 2017), quantified how the demographic changes that are underway with America's youth population will be evidenced in the next 15 years of high school graduates. The purpose of this brief is to present universal trends and the variation within, with a focus on the WICHE West states. Across the nation, graduating classes are projected to gradually become smaller at the same time that they become even more diverse. While the national projections describe universal trends, there is variation among the four geographical regions and states. In some states, primarily in the South and West, robust increases are projected for the number of graduates overall and the overwhelming majority of these will be non-White and primarily Hispanic. Where increases are projected, they will peak around 2025. In states with projected growth, the number of high school graduates is expected to decrease by as much as 8 percent into the early 2030s. The West is projected to have modest growth in the number of high school graduates through 2024, and then the number will rapidly contract, driven by declines in Hispanic high school graduates. [To view &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED573115.]
What Does One Do to Get Fired around Here? An Analysis of Teacher Dismissals in Georgia
Author: Saultz, Andrew
Date: 2018-06-00
Type: Reports - Research
Subjects: Teacher Dismissal,Teacher Effectiveness,Public School Teachers,Teacher Evaluation,Teacher Behavior,School Districts,Elementary Secondary Education

The purpose of this report is to explore teacher dismissal practices in Georgia. The report analyzes data in the Fulton County School System from 2012 to 2017, the DeKalb county School District from 2011 to 2016, and the Atlanta Public Schools from 2011 to 2013. The goal of this report was to understand: (1) what teacher dismissal practices in Georgia look like; (2) who was dismissed from these districts; (3) why they were dismissed; and (4) what patterns exist across and within districts--with a specific focus on dismissals related to teacher quality. The hope is that the report will be used to inform teacher policy in the future and encourage further work analyzing teacher dismissals in other contexts.
Nonresident Student Enrollments and Their Growing Role in Paying for Public Higher Education. Policy Insights
Author: Prescott, Brian
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Out of State Students,Student Recruitment,Tuition,Educational Policy,Selective Admission,Institutional Characteristics,Higher Education,Income,Educational Finance,Trend Analysis,Enrollment Trends,State Aid,Student Financial Aid,In State Students

As states and postsecondary institutions confront ongoing concerns about their fiscal health after a brief post-recession respite, colleges and universities across the nation are once again making their recruitment pitches to prospective students. Increasingly, public institutions are aiming these appeals well beyond their home states' borders, in part because nonresidents (including international students) typically pay significantly more tuition than resident students. Although this has always been true, two converging pressures are giving colleges far stronger incentives to attempt to attract those students: changing demographics that have produced a stagnant or shrinking pool of traditional-age student populations, and the rising importance and predictability of tuition revenue relative to recent patterns of declining per-student state appropriations. As recruitment of nonresident students intensifies, policymakers have devoted considerable attention to the relative proportion of nonresidents in universities' entering classes, especially the most selective flagships where concerns over the possible crowding-out of residents are paramount. But in spite of a growing awareness of how important nonresident tuition payments are to institutional bottom-line funding, there is little attention given to out-of-state tuition in finance policy. So it is unsurprising that there is not much information available to policymakers to help them better understand just how important residency is in the funds that institutions derive from tuition. This Policy Insights reports on the results of a brief survey of Western Interstate Commission for Higher Education (WICHE) states that attempted to gather data on tuition revenue broken out by students' residency. The survey revealed that few state higher education executive offices in the West have the data necessary for this analysis. Among states that were able to respond, it is evident that nonresidents are an increasingly vital source of unrestricted revenue for some institutions' operations. This suggests that better information about the sources of tuition revenue can lead to a more complete understanding of institutional funding. That more complete picture can ultimately better inform dialogue that fits with the principle of recognizing all three primary sources of financial support for higher education--appropriations, tuition, and financial aid (ATFA)--as a single set of interrelated tools, rather than as a disconnected set of policy levers. Residency, in the context of ATFA, is an important element to consider as policymakers attempt to find ways to preserve or improve college affordability.
Impact and Implications: Projections of Male &amp; Female High School Graduates. WICHE Insights
Author: Bransberger, Peace
Date: 2017-09-00
Type: Reports - Research
Subjects: High School Graduates,Gender Differences,Racial Differences,Graduation Rate,Public Schools,Hispanic Americans,African Americans,Whites,American Indians,Alaska Natives,Asian Americans,Pacific Americans,Educational Attainment,Enrollment,Higher Education,Multiracial Persons

According to the Western Interstate Commission for Higher Education's (WICHE's) 9th edition of its quadrennial &quot;Knocking at the College Door: Projections of High School Graduates,&quot; released in December 2016, the overall number of U.S. high school graduates will plateau, then begin to decline, within the next decade. Further, the high school graduate population will continue to diversify, fueled primarily by decreases in the White student population combined with large increases in the number of Hispanic and Asian/Pacific Islander public high school graduates (50 percent more and 30 percent more, respectively) through about 2025. This demographic shift suggests that non-White student populations will be the key source of growth in the number of high school graduates for the foreseeable future; that growth potential is suppressed, however, by their lower-than-average graduation rates. This brief, a supplement to WICHE's December 2016 report, aims to advance the conversation on these demographic changes and offer additional detail about trends that influence higher education decision-making. In this brief, the previously published national, regional, and state race/ethnicity projections are now also disaggregated by student sex. These more-detailed projections further expose the pervasiveness of gaps in graduation rates for minority males. As the nation and many states enter a period of declining numbers of youth, improving high school graduation rates among minority males is critical to increasing overall educational attainment. [This report is a supplement to &quot;Knocking at the College Door: Projections of High School Graduates, 9th Edition. Revised&quot; (ED573115).]
The Puzzle of Missing Female Engineers: Academic Preparation, Ability Beliefs, and Preferences
Author: Shi, Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Engineering,Professional Personnel,Gender Differences,STEM Education,College Preparation,Self Esteem,Preferences,Occupational Aspiration,Twins,Sex Stereotypes,High Schools,Academic Aspiration,High School Students,College Students,College Entrance Examinations,Grade Point Average

This paper uses administrative North Carolina data linked from high school to college and national surveys to characterize the largest contributor to the STEM gender gap: engineering. Disparities are the result of differential entry during high school or earlier rather than postsecondary exit. Differences in pre-college academic preparation account for 5 to 7% of the gap. Females' relative lack of academic self-confidence explains 8%, while other-regarding preferences and professional goals capture a further 14%. Empirical evidence using identifying variation in the gender composition of twins in North Carolina shows that opposite-sex pairs are more likely to pursue gender-stereotypical majors.
Exploring IPEDS Outcome Measures in the WICHE Region. WICHE Insights
Author: Bransberger, Peace
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Postsecondary Education,Data,Outcome Measures,Geographic Regions,Undergraduate Students,Outcomes of Education,Part Time Students,Nontraditional Students,Two Year College Students,Full Time Students,Comparative Analysis

The first round of data from the Integrated Postsecondary Education Data System's (IPEDS) newest survey component, Outcome Measures (OM), was released to the public in Fall 2017. Importantly, the IPEDS OM survey begins to address some of the limitations of the prevailing Graduation Rate (GR) component data. These rates have only included &quot;traditional&quot; college outcomes of first-time students, leaving out part-time students and many types of non-first-time students. Now that the wider diversity of students is represented, Western Interstate Commission for Higher Education (WICHE) observes important and even surprising trends about student outcomes. In this brief, WICHE explains the differences between the long-standing GR data and these new OM data. It also illustrates the additional progression and completion information the OM data provide about public postsecondary institutions in the WICHE region (representing 16 states and territories in the Western United States) and their undergraduate populations. The final section of the brief details additional changes to be incorporated in the next wave of OM data, and the Technical Glossary provides cohort and element definitions.
Tuition and Fees in the West 2015-16. Policy Insights
Author: Bransberger, Peace
Date: 2016-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Higher Education,Public Colleges,Educational Policy,Geographic Regions,Educational Finance,Paying for College,Student Loan Programs,Two Year Colleges,In State Students,Out of State Students,State Aid,Resource Allocation,Federal Aid,Grants

This issue of &quot;Policy Insights&quot; reviews the results of the Western Interstate Commission for Higher Education's (WICHE) annual survey of tuition and fees at public colleges and universities in the WICHE region and discusses related policy implications. Overall, tuition and fees in the WICHE region increased relatively little in 2015-16 (and even decreased in Oregon and Washington), slightly less than the national average rate of change. And state appropriations to higher education in the West have generally stabilized in the past several years. But in this climate of overall positive news about higher education financing, families and students continue to struggle with the high costs of a college education. &quot;Free college&quot; initiatives have gotten a lot of attention as a possible solution to college affordability, student borrowing continues to be an important part of the affordability discussion, and affordability has the potential to affect states' attainment of higher education and workforce goals.
Tuition and Fees in the West 2016-17: Trends and Implications. Policy Insights
Author: Falkenstern, Colleen
Date: 2017-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Higher Education,Public Colleges,Educational Policy,Geographic Regions,Educational Finance,Paying for College,Student Loan Programs,Two Year Colleges,In State Students,Out of State Students,State Aid,Resource Allocation,Federal Aid,Grants

This issue of &quot;Policy Insights&quot; reviews the results of the Western Interstate Commission for Higher Education's annual survey of tuition and fees at public colleges and universities in the WICHE region and discusses related policy implications. (Data from the survey were published in November 2016.) Overall, tuition and fees in the WICHE region increased relatively little in 2016-17, slightly less than the national average rate of change -- and even decreased in the state of Washington. State appropriations to higher education in the West have generally stabilized in the past several years, although support for higher education in several WICHE states was impacted by the fall in energy prices. But even with the relatively modest increase in tuition and fees, families and students continue to struggle with the rising costs of a college education and affordability remains a key issue for states and individuals.
Tuition &amp; Fees in the West 2017-18: Trends and Implications. WICHE Insights
Author: Falkenstern, Colleen
Date: 2018-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Higher Education,Public Colleges,Educational Policy,Geographic Regions,Educational Finance,Paying for College,Student Loan Programs,Two Year Colleges,In State Students,Out of State Students,State Aid,Resource Allocation,Federal Aid,Grants

This issue of &quot;WICHE Insights&quot; reviews the results of the Western Interstate Commission for Higher Education's (WICHE) annual survey of tuition and fees at public postsecondary institutions in the WICHE region in the context of state higher education finance policy. In light of steady increases in tuition and fees rates, modest growth in state appropriations, and varied state financial aid availability, rising postsecondary costs for students and families remain a top concern. All aspects of state higher education finance policy are impacted by fiscal changes at the federal and state levels. How those changes will affect tuition and fees, appropriations, and financial aid in the future is unclear, but recent trends have direct implications for postsecondary affordability and access.