ethanporcaro/eric-fulltext-meta huggingface dataset:
Meeting Families&apos; Needs: Attendance Rates in Full-Day vs. Half-Day Pre-K. Research Summary
Author: Ehrlich, Stacy B.
Date: 2022-02-00
Type: Reports - Research-practitioner Partnerships
Subjects: Family Needs,Attendance,Preschool Education,Access to Education,Enrollment,Diseases,Barriers,Family Work Relationship,School Schedules,Transportation,Sibling Relationship,African American Students,Trend Analysis,Asian American Students,White Students,Hispanic American Students,Pacific Islanders,Comparative Analysis,Public Schools,Child Care

Evidence of the short- and long- term benefits of Pre-K is so compelling that K-12 districts, state education departments, and even federal officials have considered offering universal Pre-K at no cost to children and families. In Chicago, a plan published in March 2019 aimed to provide free Pre-K for all Chicago four-year-olds, regardless of income, by the fall of 2021. But while support for and enrollment rates in Pre-K have increased, attendance rates among students enrolled in Pre-K are lower than attendance rates in other elementary grades. Why are Pre-K students absent? While illness is a leading cause, logistical issues also pose challenges to families. Interviews with families suggest logistical challenges are greater for families in half-day programs. It can be difficult to pick students up in the middle of the day when parents are working. In addition, when a student is enrolled in a half-day program, families may be less inclined or able to spend limited resources and energy solving childcare issues, work schedule conflicts, transportation problems, a sick sibling, or other family commitments for a few hours of instruction. The researchers studied two initiatives that increased the availability of full-day Pre-K in Chicago Public Schools (CPS) to examine changes in attendance rates that occurred when students enrolled in full-day, rather than half-day, Pre-K programs: (1) CPS-Wide Full-Day Pre-K Expansion; and (2) The North Lawndale Cluster Initiative. The key finding from the report concludes when programs offered more full-day options, attendance rates increased, particularly for Black students. This suggests that full-day Pre-K better meets the needs of families' daily lives in ways that enable higher attendance, relative to half-day programs.
The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida&apos;s Bright Futures Program
Author: Gurantz, Oded
Date: 2021-06-04
Type: Reports - Research
Subjects: Merit Scholarships,College Choice,Educational Attainment,State Programs,Enrollment,Low Income Students,White Students,Eligibility,Associate Degrees,Bachelors Degrees,College Entrance Examinations,In State Students,Out of State Students,Time to Degree

We replicate and extend prior work on Florida's Bright Futures merit aid scholarship to consider its effect on college enrollment and degree completion. We estimate causal impacts using a regression discontinuity design to exploit SAT thresholds that strongly determine eligibility. We find no positive impacts on attendance or attainment, and instrumental variable results generally reject estimates as small as 1-2 percentage points. Across subgroups, we find that eligibility slightly reduces six-year associate degree attainment for lower-SES students, and may induce small enrollment shifts among Hispanic and White students toward four-year colleges. Our findings of these minimal-at-best impacts contrast those of prior works, attributable in part to methodological improvements and more robust data, and further underscore the importance of study replication. [This paper will be published in &quot;Educational Evaluation and Policy Analysis&quot; (EJ1328797).]
Data Sharing Partnerships Improve Systems
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2022-03-08
Type: Reports - Descriptive
Subjects: Data Use,Data Collection,Partnerships in Education,Hearing Impairments,Intervention,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Deafness

Partnerships between the Early Hearing Detection and Intervention (EHDI) program and Part C of the Individuals with Disabilities Education Act (IDEA) program can support and improve outcomes for children who are deaf or hard of hearing (DHH) and their families. Collaboration between these programs is specified in the IDEA Part C Regulations 34 CFR §303.302(c)(ii)(J) and strengthened in P.L. 115-71, EHDI Act of 2017. This document briefly discusses related federal requirements, data sharing agreements between EHDI and Part C, the bridge between EDHI and IDEA, and data sharing resources. [This document was produced with the National Center for Hearing Assessment and Management (NCHAM) at Utah State University.]
Student-School Leader Racial/Ethnic Match, Geography, and Student Disciplinary Outcomes. Publication
Author: Edwards, Wesley
Date: 2021-12-00
Type: Reports - Research
Subjects: Discipline,Suspension,Elementary Secondary Education,Public Schools,Racial Bias,Ethnicity,Geographic Location,Racial Composition,Minority Group Students,African American Students,Disproportionate Representation,Predictor Variables,Principals,Administrator Characteristics

We continue to witness disparities in exclusionary disciplinary outcomes within K-12 public schools, leading to persistent concerns for educational equity. In-school suspensions represent one of the most frequently employed components of school exclusionary discipline systems, and they are also largely left up to the discretion of principals and assistant principals. We investigate in-school suspension patterns for multiple student racial/ethnic groups with a focus on how such patterns vary across school geographic locales. We also examine the extent to which student to leader racial/ethnic matching is associated with the attenuation of in school suspension outcomes for historically marginalized groups. Drawing on data from the entire state of Texas and representing over 24 million unique student-year observations, we leverage the demographic and geographic diversity of our sample to present new evidence of persistent exclusionary discipline outcomes, specifically for Black students in non-urban school contexts. Our results help to better understand the geographic complexity related to student-leader racial/ethnic matching and in school suspension patterns. Our findings offer key implications for school, district, and state level leaders in the areas of school leader hiring practices, supporting culturally relevant school leadership, and the structuring of school disciplinary policies towards more equitable student outcomes.
State Policy Priorities and Recommendations
Author: Aurora Institute
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Profiles,Educational Finance,State Aid,Equal Education,Diversity (Faculty),Educational Development,Labor Force Development,Competency Based Education,Educational Innovation,Accountability,Internet,Elementary Secondary Education,Higher Education,Vocational Education,Best Practices,COVID-19,Pandemics

The Aurora Institute's new broad-based policy agenda issues a call-to-action for state education policymakers and provides twelve recommendations informed by the wisdom and expertise of more than 8,500 members in its community. Taken together, the policy priorities challenge lawmakers and education decision-makers to wield their influence and take advantage of existing opportunities to disrupt the traditional one-size-fits-all model of K-12 teaching and learning and unleash learning from the confines of place and time. The priorities include: (1) Establishing a statewide profile of a graduate; (2) Modernizing state education funding; (3) Advancing racial equity in education; (4) Increasing educator workforce diversity; (5) Modernizing the educator workforce; (6) Advancing competency-based education policies; (7) Establishing innovation zones; (8) Investing in COVID-19 learning recovery; (9) Transforming systems of assessments; (10) Rethinking next generation accountability; (11) Expanding access to broadband; and (12) Creating competency-based pathways across K-12, higher education, career and technical education and the workforce.
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. Working Paper 102
Author: Dee, Thomas S.
Date: 2013-10-00
Type: Reports - Research
Subjects: Incentives,Teacher Selection,Teacher Effectiveness,Teacher Evaluation,Teacher Persistence,Teacher Dismissal,Faculty Mobility,Teacher Improvement,Scores,Evaluation Methods

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This study presents novel evidence on this topic based on IMPACT, the controversial teacher-evaluation system introduced in the District of Columbia Public Schools by then-Chancellor Michelle Rhee. IMPACT implemented uniquely high-powered incentives linked to multiple measures of teacher performance (i.e., several structured observational measures as well as test performance). We present regression-discontinuity (RD) estimates that compare the retention and performance outcomes among low-performing teachers whose ratings placed them near the threshold that implied a strong dismissal threat. We also compare outcomes among high-performing teachers whose rating placed them near a threshold that implied an unusually large financial incentive. Our RD results indicate that dismissal threats increased the voluntary attrition of low-performing teachers by 11 percentage points (i.e., more than 50 percent) and improved the performance of teachers who remained by 0.27 of a teacher-level standard deviation. We also find evidence that financial incentives further improved the performance of high-performing teachers (effect size = 0.24).
Teacher Attrition and Mobility during the Teach for America Clustering Strategy in Miami-Dade County Public Schools. Working Paper 139
Author: Hansen, Michael
Date: 2015-08-00
Type: Reports - Research
Subjects: Teacher Evaluation,Faculty Mobility,Teacher Persistence,Public School Teachers,Program Effectiveness,Teacher Recruitment,Teacher Placement,Alternative Teacher Certification,Beginning Teachers,Disadvantaged

We examine the extent to which clustering large numbers of Teach For America (TFA) corps members in a limited number of low-performing schools was accompanied by changes in teacher mobility decisions. Using longitudinal data from Miami-Dade spanning six school years, augmented with survey responses from TFA's own Alumni Survey for cohorts placed in the Miami region, we use Cox proportional hazards models and multinomial logit decision models in a modified difference-in-difference (DD) framework. Our results suggest that the increased concentration of TFA corps members in schools was associated with a reduction in TFA mobility across schools after the first year of service, but it did not affect the overall retention of corps members in the district after the two-year commitment. In addition, we find evidence suggesting non-TFA teachers in schools with a relatively high proportion of TFA corps members were significantly more likely to leave the district. We also find that TFA corps members retained beyond the two-year commitment performed substantially better in mathematics during their first two years of teaching: evidence of positive selection into postcommitment retention. Finally, we produce steady-state estimates of the minimum TFA effects necessary for the district to prefer hiring a TFA corps member relative to a non-TFA hire. TFA corps members in the district exceed this minimum value in both reading and mathematics.
The Common Core Conundrum: To What Extent Should We Worry That Changes to Assessments and Standards Will Affect Test-Based Measures of Teacher Performance? Working Paper 152
Author: Backes, Ben
Date: 2016-02-00
Type: Reports - Research
Subjects: Common Core State Standards,Value Added Models,Teacher Effectiveness,Predictive Validity,Academic Achievement,Mathematics Achievement,Reading Achievement,Teacher Evaluation,Educational Assessment,Standardized Tests,Curriculum,Educational Change

Using administrative longitudinal data from five states, we study how value-added measures of teacher performance are affected by changes in state standards and assessments. We first document the stability of teachers' value-added rankings during transitions to new standard and assessment regimes and compare our findings to stability during stable standard and assessment regimes. We also examine the predictive validity of value-added estimates during nontransition years over transition-year student achievement. In most cases we find that measures of teacher value added are similarly stable in transition years and nontransition years. Moreover, there is no evidence that the level of disadvantage of students taught disproportionately influences teacher rankings in transition years relative to stable years. In the states we study, student achievement in math can consistently be forecasted accurately--although not perfectly--using value-added estimates for teachers during stable standards and assessment regimes. There was somewhat less consistency in reading, because we find cases where test transitions significantly reduced forecasting accuracy.
Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
Author: McLeod, Bryce D.
Date: 2021-10-29
Type: Reports - Research
Subjects: Psychometrics,Measures (Individuals),Fidelity,Integrity,Early Childhood Education,Intervention,Interrater Reliability,Test Reliability,Construct Validity,Scores,At Risk Students,Emotional Disturbances,Behavior Disorders,Self Evaluation (Individuals),Evidence Based Practice,Early Childhood Teachers,Interpersonal Competence

Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment integrity measure for early childhood settings (TIMECS), an observational measure designed to address existing measurement gaps related to treatment integrity with tier 2 interventions in the early childhood field. To assess the preliminary score reliability (interrater) and validity (construct, discriminant) of the TIMECS, live observations (N=650) in early childhood classrooms from 54 teachers (92.6% female, 7.4% male; 61.1% White) and 91 children (M age=4.53 years, SD=0.44; 45.1% female, 54.9% male; 45.1% Black) at risk for EBDs were scored by 12 coders using the TIMECS and an observational measure designed to assess teacher-child interactions. Teachers also self-reported on the quality of the teacher-child relationship. Interrater reliability (intraclass correlation coefficients, ICC [2,2]) for the quantity (i.e., adherence) item scores had a mean of 0.81 (SD =0.07; range from 0.68 to 0.95), and the quality (i.e., competence) item scores had a mean of 0.69 (SD=0.08; range from 0.52 to 0.80). Scores on the TIMECS Quantity and Quality items and scales showed evidence of construct validity, with the magnitude of the correlations suggesting that the quantity and quality items assess distinct components of treatment integrity. A TIMECS quantity scale also showed promise for intervention evaluation research by discriminating between teachers who had and had not been trained in a specific evidence-based intervention targeting social and behavioral skills in early childhood. The findings support the potential of the TIMECS to assess treatment integrity of teacher-delivered practices designed to address child social and behavioral outcomes of children at risk for EBDs in early childhood settings. [This is the online version of an article published in &quot;Prevention Science.&quot;]
Re-Examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.
Author: Punksungka, Wonmai
Date: 2021-11-28
Type: Reports - Research
Subjects: Adult Education,Student Participation,Adult Students,Educational Attainment,Adult Literacy,Gender Differences,Racial Differences,Ethnicity

This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET; (2) formal AET; and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations. [This is the online version of an article published in &quot;Journal of Adult and Continuing Education.&quot;]
Identifying and Discriminating Expository Text Structures: An Experiment with 4th and 5th Grade Struggling Readers
Author: Hebert, Michael
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Grade 5,Reading Difficulties,Reading Instruction,Text Structure,Intervention,Reading Comprehension,Instructional Effectiveness

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, &quot;Structures,&quot; to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the &quot;Structures&quot; condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the &quot;Structures&quot; intervention are discussed. [This paper was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1193961).]
Designing Interventions for Implementation in Schools: A Multimethod Investigation of Fidelity of a Self-Monitoring Intervention
Author: Holmes, Shannon R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Program Development,Fidelity,Self Evaluation (Individuals),Barriers,Program Evaluation

Interventions for youth are often studied in school settings, yet there are barriers that hinder schools from actively participating in the research studies. To ensure interventions are studied in the context they are intended for, adopted in a timely manner, and regularly used in practice as designed, researchers can conduct studies in a manner that reflects the dynamic needs of schools. participatory action research, which engages participants in the research process, and coproduction of interventions, which involves end users in the development of interventions, are complementary frameworks that may increase the utility and flexibility of school-based interventions while also improving engagement and fidelity of intervention implementation. This study explored the implementation of a self-monitoring intervention, &quot;Self-Management And Regulation Training Strategy&quot; (SMARTS), developed using these approaches. Using multiple methods, findings indicate that school counselors (i.e., natural treatment agents) valued helping in the development of SMARTS and were able to implement it in school settings with fidelity. in fact, the quality with which they implemented components of the intervention was significantly related to students' engagement in intervention procedures. implications and limitations are discussed. [This article was published in &quot;School Psychology Review&quot; (EJ1292055).]
School Education and Tribal Children of Jammu and Kashmir: Analysing Trends in Enrolment, Gender Parity and Dropout Rate
Author: Bhat, Z. A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Enrollment Trends,Dropout Rate,Tribes,Educational Trends,Trend Analysis,Elementary Secondary Education,Attendance,Educational Attainment,Gender Differences,Academic Persistence,Foreign Countries,Ethnic Groups

The paper analysed school progression, enrolment, disparity, and dropout patterns and trends of tribal school going children of Jammu and Kashmir over time. The study applies the time series approach and uses U-DISE data of Ministry of Education, Government of India. The data regarding the above-mentioned indicators published from the year 2012-13 to 2018-19 were analysed. To analyse and visualise the data, descriptive statistics and graphical representation were employed. The study found an increasing trend in school growth over these years. The study found a declining trend in enrolment patterns of tribal children in school education at primary and upper primary stage while as improvement in enrolment trends at secondary and senior secondary stages. Tribal GER rate at initial stages (primary &amp; upper primary) showed increasing trends, while as in terminal stages (secondary &amp; senior secondary) showed a sharp decline. Although, tribal GPI has increased over a period of time but are yet to be achieved, which shows wider gender disparity. The trend in dropout rates of tribal children at primary stages have steeply increased and with each passing stage, it becomes more severe. Moreover, the stage, gender, and district-wise variations and gaps in these parameters have been found among tribal as well as non-tribal children. The results of the study can be helpful in enhancing enrolment, reducing disparity, and dropout rates among tribal communities of Jammu and Kashmir. The study will be helpful to policy makers, educators, tribal cum social welfare organisations, researchers, and NGO's to explore the different forces (intrinsic and extrinsic) that haunt the participation, transition, and survival of tribal children in school education.