ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Vocabulary to EFL College Students Online
Author: Al-Jarf, Reima
Date: 2007-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Instruction,Online Courses,Distance Education,College Freshmen,Program Effectiveness,Educational Technology,Access to Computers,Foreign Countries

Technology is not currently used in EFL classrooms at King Saud University. Therefore an attempt was made to use online learning in EFL vocabulary instruction from home, as a supplement to classroom instruction. Comparisons of the pre and posttest mean scores of 53 freshman students showed significant differences indicating that online instruction affected vocabulary development. The posttest scores also correlated with the frequency of using the online course. Active participants made higher gains than inactive participants It was concluded that in learning environments where technology is unavailable to EFL students and instructors, the use of technology from home and even as a supplement to traditional classroom techniques helps motivate and enhance EFL students' learning and acquisition of English vocabulary.
Recent Evaluations of 21st Century Community Learning Centers Illustrate Wide Range of Benefits
Author: Afterschool Alliance
Date: 2023-07-00
Type: Reports - Evaluative
Subjects: Community Centers,Community Resources,21st Century Skills,Enrichment,Elementary Secondary Education,Achievement Gains,Program Evaluation,Well Being,Success

From coding to cooking classes and from meals to mentorship, 21st Century Community Learning Centers (21st CCLC) provide essential supports before school, after school, and during the summer months. These programs complement students' school-day lessons, introduce them to new areas of interest, help spark passions that could be the inception point of a future career path, and foster an environment where students feel supported, heard, and valued. During the 2020-2021 school year, 10,652 centers provided academic enrichment to more than 1.1 million K-12th grade students and their families. In addition to the most recent national Department of Education report on the 21st CCLC initiative that found that students participating in the program showed academic gains and improved their engagement in school and behavior in class, there are an overwhelming number of statewide evaluations that further confirm and reinforce the positive benefits of 21st CCLC programs for students and their families. This brief highlights a cross section of recently conducted statewide evaluations on 21st CCLC programs to illustrate the impacts of this initiative, which is helping students thrive both in school and out.
Afterschool Programs Open, but Still Recovering Post-Pandemic: More Work Remains for Full Return to Normalcy. Findings from a Fall 2022 Survey of Afterschool Program Providers
Author: Afterschool Alliance
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: After School Programs,COVID-19,Pandemics,Student Participation,Teacher Recruitment,Teacher Persistence,Costs,Barriers,Supply and Demand,Emergency Programs,Federal Aid,Elementary Secondary Education,Grants

In a survey of 1,016 afterschool program providers conducted between October 24 and November 30, 2022, 94% report that they are open, with majorities providing their students with academic supports, opportunities to connect with their peers, and time to build foundational skills. Although the above are positive signs pointing to a post-COVID recovery, a closer examination reveals irregularities indicating that more work remains to be done before declaring a rebound from the pandemic, and nearly 1 in 4 program providers report that they have not yet been able to return to their regular operational capacity. This raises questions about why some programs are struggling to return to pre-pandemic levels of participation. A review of survey responses identifies three primary issues contributing to programs' reduced capacity: (1) recruiting and retaining staff is a significant difficulty; (2) the increased costs of running afterschool programs is preventing some from increasing capacity; and (3) program providers report that they are concerned about waitlists or being about to meet the demand for programs.
The Public, Parents, and K-12 Education: A National Polling Report [June 2023]
Author: EdChoice
Date: 2023-06-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Elementary Secondary Education,Parent Attitudes,Opinions,Public Opinion,School Choice,Tutoring,Barriers,Special Education,Extracurricular Activities,Educational Policy,Preferences,Blended Learning

This poll was conducted between June 13-15, 2023, among a sample of 2,325 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) pods, tutoring, and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [August 2023]
Author: EdChoice
Date: 2023-08-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Student Mobility,Opinions,Elementary Secondary Education,Special Education,Barriers,Preferences,Tutoring,Extracurricular Activities,School Choice,Educational Policy

This poll was conducted between August 10-13, 2023, among a sample of 2,259 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [July 2023]
Author: EdChoice
Date: 2023-07-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Student Mobility,Opinions,Elementary Secondary Education,Special Education,Barriers,Preferences,Tutoring,Extracurricular Activities,School Choice,Educational Policy

This poll was conducted between July 7-17, 2023, among a sample of 2,256 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [October 2023]
Author: EdChoice
Date: 2023-10-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Student Mobility,Opinions,Elementary Secondary Education,Special Education,Barriers,Preferences,Tutoring,School Choice,Educational Policy,Social Media,Technology

This poll was conducted between October 12-16, 2023, among a sample of 2,251 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) views on K-12 education; (2) schooling and experiences in K-12 education; (3) views on technologies and social media; (4) school choice policies; and (5) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [September 2023]
Author: EdChoice
Date: 2023-09-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Student Mobility,Opinions,Elementary Secondary Education,Special Education,Barriers,Preferences,Tutoring,School Choice,Educational Policy,Social Media

This poll was conducted between September 12-14, 2023, among a sample of 2,258 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) schooling and experiences in K-12 education; (4) views on social media; (5) school choice policies; and (6) survey profile and demographics.
Not Mere Child&apos;s Play: Unpacking the Economics of Early Childhood Education and Care. The Wisconsin Taxpayer
Author: Wisconsin Policy Forum
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Child Care Centers,Wages,Early Childhood Teachers,COVID-19,Pandemics,Family (Sociological Unit),State Aid,Tuition,Economics,Educational Legislation,Poverty

Early childhood education and care is critical to Wisconsin's families and businesses, offering a safe place for children to grow and learn during formative years while parents and other guardians participate in the workforce. Despite its importance, child care can be prohibitively expensive for some Wisconsin families, and the industry operates on easily eroded margins and relies on low-paid labor. This brief shows how all three sets of stakeholders within the child care system--families, employees, and operators--can be struggling at the same time. An understanding of this mutual challenge is essential to analyzing potential policy solutions and is a safeguard against proposals that, in seeking to address challenges for one group, might exacerbate difficulties for others. To illustrate these challenges, this brief examines the costs of child care provided in a licensed group center setting in Milwaukee County. [Additional financial support was provided by Mary Kellner.]
Higher Education Funding Stabilizes Overall but Enrollment Still Falling. Focus
Author: Wisconsin Policy Forum
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Educational Finance,Public Colleges,Universities,College Enrollment,Budgets,Tuition,Federal Aid,State Aid,Paying for College

After trailing the national average for five years, funding per student at public colleges and universities in Wisconsin overtook it in 2021. State and local tax and tuition funding per student dropped nationally after adjusting for inflation and rose in Wisconsin, though it remains lower for four-year campuses in Wisconsin. The state's colleges have shed students at an alarming rate, leaving their future and that of Wisconsin's workforce murky. The funding and enrollment data are published by the State Higher Education Executive Officers Association (SHEEO) and were used in &quot;Falling Behind? The State of Wisconsin's Public Colleges and Universities&quot; (ED612810), examining challenges to state higher education institutions. This brief updates key data from that report and looks at the issues facing the University of Wisconsin System and Wisconsin Technical College System (WTCS) as lawmakers draft the 2023-25 state budget. The SHEEO data presented in this brief look at tax and tuition funding used for operations and exclude revenues used for capital projects and debt payments, research, medical education, hospitals, and financial aid and tuition discounts.
Revolving Classroom Doors: Recent Trends in Wisconsin&apos;s Teacher Turnover. The Wisconsin Taxpayer
Author: Hamidu, Maria
Date: 2023-08-00
Type: Numerical/Quantitative Data
Subjects: Faculty Mobility,Labor Turnover,Kindergarten,Elementary Secondary Education,School Districts,COVID-19,Pandemics,Teacher Persistence,Public School Teachers,Educational Trends,Trend Analysis,Rural Schools,Urban Areas,Low Income Students,Minority Group Students,School District Size,Minority Group Teachers

Concerns over the teaching workforce have been rising across Wisconsin in recent years, particularly since the advent of the COVID-19 pandemic. A series of Forum reports have raised warning flags about declining graduates from schools of education, record turnover among state and local government employees, and the rising use of emergency K-12 licenses. Likewise, newspapers are rife with articles about individual districts' difficulties hiring and retaining teachers. These leading indicators and anecdotes have strongly suggested that turnover has risen among educators. This report seeks to verify whether that is the case, examining teacher turnover rates in an extensive new analysis. Public school staffing data from the state Department of Public Instruction (DPI) going back to 2009 was used to determine teacher turnover rates for individual districts and the state as a whole. This analysis examined nearly 116,000 teachers at roughly 450 school districts and other K-12 entities over the 15 years. Findings show that from 2009 to 2023, an average of 11.5% of the state's teachers turned over each year. In the 2022-23 school year, turnover rose to 15.8%--the highest percentage during the years studied. Turnover has been highest in rural and city districts, in districts with large proportions of low-income students and students of color, in districts with very small student bodies, and for teachers of color. [This report was made possible by the family of Norman N. Gill.]
Earning Extra Credit. Focus
Author: Wisconsin Policy Forum
Date: 2023-07-00
Type: Reports - Evaluative
Subjects: High School Students,Dual Enrollment,College Credits,College Readiness,Labor Force Development

A quarter of Wisconsin's high school students earned some college credit in a dual enrollment program during the 2021-22 school year. The two-fold increase in students over the past decade represents a substantial potential savings of time and money for students and families, but better data collection and analysis is needed to determine how these programs affect students' readiness for the workforce or higher education. This report discusses dual enrollment programs in Wisconsin and assesses the growing impact of dual enrollment in Wisconsin. The data in this report come from the annual reports distributed by the University of Wisconsin System and the Wisconsin Technical College System (WTCS).
A Look at Chronic Absenteeism. Focus
Author: Wisconsin Policy Forum
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Attendance,Achievement Gap,Kindergarten,Elementary Secondary Education,Academic Achievement,COVID-19,Pandemics,Minority Group Students,Low Income Students,Trend Analysis,Urban Schools,Rural Schools

As COVID-19 upended the lives of students around the state, schools across Wisconsin saw a troubling increase in chronic absences. This report discusses where chronic absenteeism grew more sharply in Wisconsin. The highest rates of absenteeism occurred in schools with greater numbers of students of color and from low-income households, thus posing an additional threat to efforts to bridge the state's longstanding achievement gaps for these K-12 students.
National Guard Youth Challenge Program: Actions Needed to Enhance Oversight and Assess Performance. Report to Congressional Committees. GAO-24-106172
Author: Farrell, Brenda S.
Date: 2023-11-00
Type: Reports - Research
Subjects: Federal Programs,Armed Forces,At Risk Students,Program Implementation,Program Administration,National Programs,Program Evaluation,Expenditures,Adolescents

Since its inception in 1993, the National Guard Youth Challenge Program has produced over 200,000 graduates across dozens of sites located in the states, the District of Columbia, and Puerto Rico. Currently, the program operates 39 sites. House Report 117-88, accompanying the Department of Defense Appropriations Bill for Fiscal Year 2022, included a provision for the Government Accountability Office (GAO) to review the National Guard Youth Challenge Program, including its implementation and oversight. This report describes (1) how selected sites implemented core program components, and examines the extent to which the Office of the Secretary of Defense (OSD) and the National Guard Bureau (NGB) have (2) conducted oversight of the Challenge Program and (3) assessed its performance, among other objectives. GAO reviewed program policies, inspections, and audits; surveyed program officials at a nongeneralizable sample of 13 sites; and interviewed OSD, NGB, and site officials.
The Effects of Online Grammar Instruction on Low Proficiency EFL College Students&apos; Achievement
Author: Al-Jarf, Reima
Date: 2005-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Mastery Learning,Foreign Countries,In Person Learning,Language Proficiency,Learning Management Systems,College Freshmen,Student Attitudes,Comparative Analysis

Technology is not currently used in EFL classrooms at King Saud University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in face-to-face in-class grammar instruction significantly improves EFL freshman college students' achievement and attitudes. Two groups of freshman students participated in the study. Pre-test means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the post-test means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home as a supplement to in-class techniques helps motivate and enhance EFL students' learning and mastery of English grammar.
School Enrollment in the United States: 2021. American Community Survey Reports
Author: Fabina, Jacob
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: National Surveys,Enrollment,Enrollment Trends,COVID-19,Pandemics,College Enrollment,Preschools,Elementary Secondary Education,Public Schools,Private Schools,Dropout Rate,High Schools

According to the American Community Survey (ACS), about one-quarter (24.8 percent) of the U.S. population over the age of 3 was enrolled in school in 2021. This report provides a comprehensive picture of the state of school enrollment using recently published data from the ACS. It outlines modern enrollment trends while also offering comparisons to past levels of enrollment. More specifically, this report covers the time of the COVID-19 pandemic that was characterized by school closures, expanded remote learning, and decisions to delay school enrollment from both schools and families. The authors pay specific attention to two levels of schooling that saw notable shifts from 2019 to 2021--preschool enrollment and college enrollment--and examine whether certain demographic groups or geographic areas were more impacted than others. The COVID-19 pandemic changed the way society operates in many ways, from shifts in the way people work to increased focus on public health. This report shows that the way people approach schooling may also have shifted during the COVID-19 pandemic. As more data become available, the authors can investigate whether the COVID-19 pandemic resulted in a long-term shift in school enrollment trends or was simply an external shock whose effects will dissipate as the pandemic wanes.
Protecting Hunting Heritage and Education Act (Public Law 118-17)
Author: US Congress
Date: 2023-10-06
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Weapons,Federal Aid,Athletics,Educational Finance

Protecting Hunting Heritage and Education Act was put in place to amend the Elementary and Secondary Education Act of 1965 to clarify that the prohibition on the use of Federal education funds for certain weapons does not apply to the use of such weapons for training in archery, hunting, or other shooting sports. The Act includes the following sections: (1) Short Title; and (2) Clarification of Prohibition on Use of Federal Education Funds for Certain Weapoins and Related Training.
A First Look: Students&apos; Access to Educational Opportunities in U.S. Public Schools. 2020-21 Civil Rights Data Collection. New Data Release 2023
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2023-11-00
Type: Reports - Descriptive
Subjects: Public Schools,Access to Education,STEM Education,Dual Enrollment,Access to Computers,Internet,Preschool Education,Elementary Secondary Education,Institutional Characteristics,School Personnel,Teachers,Correctional Education,Discipline,Educational Environment,School Safety

The 2020-21 Civil Rights Data Collection (CRDC) is a mandatory survey of all public school districts and schools serving students in preschool through grade 12 in the 50 states, Washington, D.C., and the Commonwealth of Puerto Rico and therefore includes data from 17,821 public school districts and 97,575 public schools. The CRDC measures student access to courses, programs, Internet and devices, instructional and other staff, and resources -- as well as school climate factors such as student discipline, use of restraint and seclusion, harassment or bullying, and offenses occurring at schools -- that impact education opportunity for students. A First Look provides an overview of CRDC data public school districts submitted to the U.S Department of Education's (ED) Office for Civil Rights (OCR) for the 2020-21 school year. The calculated counts and percentages in this report may differ from those reported by other offices within ED due to differences in methodology, data sources, and survey population (or the universe of schools and school districts that submit data). OCR cautions readers and data users to consider the impact of the coronavirus pandemic on students and on education conditions when comparing the 2020-21 CRDC to CRDCs from previous years.
Efficient Bayesian Structural Equation Modeling in Stan
Author: Merkle, Edgar C.
Date: 2021-11-00
Type: Journal Articles
Subjects: Bayesian Statistics,Structural Equation Models,Psychometrics,Factor Analysis,Sampling,Evaluation Methods,Programming Languages,Computer Software,Comparative Analysis

Structural equation models comprise a large class of popular statistical models, including factor analysis models, certain mixed models, and extensions thereof. Model estimation is complicated by the fact that we typically have multiple interdependent response variables and multiple latent variables (which may also be called random effects or hidden variables), often leading to slow and inefficient posterior sampling. In this paper, we describe and illustrate a general, efficient approach to Bayesian SEM estimation in Stan, contrasting it with previous implementations in R package blavaan (Merkle and Rosseel 2018). After describing the approaches in detail, we conduct a practical comparison under multiple scenarios. The comparisons show that the new approach is clearly better. We also discuss ways that the approach may be extended to other models that are of interest to psychometricians.