ethanporcaro/eric-fulltext-meta huggingface dataset:
Sector-Wide Analysis, with Emphasis on Primary and Secondary Education. Education Sector Analysis Methodological Guidelines. Volume 1
Author: United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP)
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Guidelines,Research Methodology,Comparative Education,Foreign Countries,Educational Development,Educational Finance,Macroeconomics,Enrollment,School Effectiveness,School Holding Power,Out of School Youth,Expenditure per Student,Educational Quality,Educational Administration,Outcomes of Education,Equal Education,Academic Achievement,Measures (Individuals),Comparative Analysis

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. They were prepared by education economists and specialists from UNESCO's International Institute for Educational Planning-Pôle de Dakar, UNESCO's Dakar Office, the World Bank, UNICEF and the Global Partnership for Education secretariat. The guidelines are divided into two volumes. The present volume features methodologies for analysing six sector-wide thematic areas: context; access; costs and financing; quality, system capacity and management; external efficiency; and equity. The emphasis is on formal primary and secondary education, with volume 2 specifically covering the other major education subsectors. [For Volume 2, see ED615592. For Volume 3, see ED615594.]
Sub-Sector Specific Analyses. Education Sector Analysis Methodological Guidelines. Volume 2
Author: United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP)
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Research Methodology,Comparative Education,Foreign Countries,Early Childhood Education,Higher Education,Equal Education,Educational Quality,School Effectiveness,Nonformal Education,Vocational Education,Educational Finance,Comparative Analysis

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. They were prepared by education economists and specialists from UNESCO's International Institute for Educational Planning-Pôle de Dakar, UNESCO's Dakar Office, the World Bank, UNICEF and the Global Partnership for Education secretariat. The guidelines are divided into two volumes. The present volume covers methodologies for analysing four education sub-sectors: early childhood development; higher education; literacy and non-formal education, and technical and vocational education and training. Volume 1 features methodologies for analysing six sector-wide thematic areas: context; access; costs and financing; quality, system capacity and management; external efficiency; and equity with an emphasis on the formal primary and secondary education sub-sectors. [For Volume 1, see ED615591. For Volume 3, see ED615594.]
Thematic Analyses. Education Sector Analysis Methodological Guidelines. Volume 3
Author: United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP)
Date: 2021-05-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Guidelines,Research Methodology,Comparative Education,Foreign Countries,Inclusion,Students with Disabilities,Risk Assessment,Resilience (Psychology),Educational Administration,Administrator Effectiveness,Comparative Analysis

This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). The present volume was prepared by experts from various backgrounds (including education, economics, sociology, political science and other social sciences) from UNESCO's International Institute for Educational Planning, UNICEF, the United Kingdom's Foreign, Commonwealth &amp; Development Office and the Global Partnership for Education. [This report was co-published by the United Kingdom (UK) Foreign, Commonwealth &amp; Development Office. For Volume 1, see ED615591. For Volume 2, see ED615592.]
Technical and Vocational Education and Training for Disadvantaged Youth
Author: Alla-Mensah, Joyceline
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Disadvantaged Youth,Barriers,Access to Education,Poverty,Rural Areas,Language Proficiency,Social Influences,Cultural Influences,Educational Environment,Costs,Proximity,Labor Market,Guidance,COVID-19,Pandemics,Refugees,Partnerships in Education,Foreign Countries,Females,Immigrants,Educational Resources,Postsecondary Education,Secondary Education,Public Schools,Private Schools,Gender Differences,Geographic Location,Socioeconomic Status,Minority Group Students,Indigenous Populations,Intervention

Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at '4As': availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network.
Republican Lawmakers Block Federal COVID-19 Funds from Reaching Michigan Students
Author: McKillip, Mary
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Federal Aid,COVID-19,Pandemics,Educational Finance,State Legislation,School Closing,Politics of Education,Public Schools,School Districts,Elementary Secondary Education

In March 2021, the Legislature enacted HB 4048, which amended the State School Aid Act to appropriate supplemental funding for public education, including approximately $1.5 billion in Elementary and Secondary School Emergency Relief (ESSER II) funds awarded to the Michigan Department of Education (MDE) by Congress under the Federal Coronavirus Relief and Response Supplemental Appropriations Act (CRRSA). The bill, however, conditioned the release of $840 million in ESSER II funds to local education agencies (LEAs, or districts) on the Governor signing-off on a separate bill, HB4049. This bill amended the public health law by transferring the authority to close schools in the pandemic from the State Health Director to local health officers. As expected, the Governor promptly vetoed the bill that would strip the State of its power to close schools in a public health crisis. Linking approval of that bill to the release of emergency federal ESSER II funds -- a legislative tactic known as a &quot;tie-bar&quot; -- has blocked the MDE from distributing those funds to districts and charter schools across the state. The additional education costs imposed by the pandemic add to the budgetary crisis faced by so many Michigan districts. The State Legislature's continuing failure to adequately fund public education disproportionately harms schools in communities with higher proportions of low-income students and students of color. It is precisely these schools that Congress intended the ESSER II funds to help in the pandemic. The Republican majority's decision to hold these funds hostage through a tie-bar on a public health issue wholly unrelated to the educational needs of Michigan's students and schools is nothing short of tragic and completely inexcusable.
Math Multiple Choice Question Solving and Distractor Generation with Attentional GRU Networks
Author: Dave, Neisarg
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Multiple Choice Tests,Mathematics Tests,Problem Solving,Attention,Elementary School Mathematics,Coding,Probability

We investigate encoder-decoder GRU networks with attention mechanism for solving a diverse array of elementary math problems with mathematical symbolic structures. We quantitatively measure performances of recurrent models on a given question type using a test set of unseen problems with a binary scoring and partial credit system. From our findings, we propose the use of encoder-decoder recurrent neural networks for the generation of mathematical multiple-choice question distractors. We introduce a computationally inexpensive decoding schema called character offsetting, which qualitatively and quantitatively shows promise for doing so for several question types. Character offsetting involves freezing the hidden state and top k probabilities of a decoder's initial probability outputs given the input of an encoder, then performing k basic greedy decodings given each of the frozen outputs as the initialization for decoded sequence. [For the full proceedings, see ED615472.]
UNESCO-UNEVOC Medium-Term Strategy for 2021-2023: Strengthening TVET Capacities and Cooperation in the Member States
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,International Organizations,Sustainable Development,Labor Needs,Capacity Building,Computer Uses in Education,Educational Quality,Climate,Conservation (Environment),Immigrants,Disadvantaged Youth,Partnerships in Education,School Business Relationship,Institutional Cooperation,Knowledge Management,COVID-19,Pandemics,Program Evaluation

The Medium-Term Strategy for 2021-2023 (MTS-III) sets out how UNESCO-UNEVOC will support TVET institutions to meet the demands of dynamic labour markets and provide quality skills training for a sustainable future of work. MTS-III focuses on developing the capacities of TVET leaders, supporting TVET institutions in implementing change programmes, and facilitating knowledge sharing and peer learning within the UNEVOC Network.
Just a Few Expert Constraints Can Help: Humanizing Data-Driven Subgoal Detection for Novice Programming
Author: Marwan, Samiha
Date: 2021-00-00
Type: Reports - Research
Subjects: Expertise,Models,Feedback (Response),Identification,Programming,Problem Solving,Accuracy,Scores,Data,Formative Evaluation,Data Collection,Data Analysis

Feedback on how students progress through completing subgoals can improve students' learning and motivation in programming. Detecting subgoal completion is a challenging task, and most learning environments do so either with &quot;expert-authored&quot; models or with &quot;data-driven&quot; models. Both models have advantages that are complementary -- expert models encode domain knowledge and achieve reliable detection but require &quot;extensive authoring efforts&quot; and often cannot capture all students' possible solution strategies, while data-driven models can be easily scaled but may be less accurate and interpretable. In this paper, we take a step towards achieving the best of both worlds -- utilizing a data-driven model that can intelligently detect subgoals in students' correct solutions, while benefiting from human expertise in editing these data-driven subgoal rules to provide more accurate feedback to students. We compared our hybrid &quot;humanized&quot; subgoal detectors, built from data-driven subgoals modified with expert input, against an existing data-driven approach and baseline supervised learning models. Our results showed that the hybrid model outperformed all other models in terms of overall accuracy and F1-score. Our work advances the challenging task of automated subgoal detection during programming, while laying the groundwork for future hybrid expert-authored/data-driven systems. [For the full proceedings, see ED615472.]
LANA: Towards Personalized Deep Knowledge Tracing through Distinguishable Interactive Sequences
Author: Zhou, Yuhao
Date: 2021-00-00
Type: Reports - Research
Subjects: Online Courses,Computer Assisted Instruction,Networks,Learning Analytics,Item Response Theory,Scores,Learning Processes,Individualized Instruction,Visual Aids,Computer Software,Benchmarking,Models,Comparative Analysis,Interaction,Student Characteristics

In educational applications, &quot;Knowledge Tracing&quot; (KT) has been widely studied for decades as it is considered a fundamental task towards adaptive online learning. Among proposed KT methods, Deep Knowledge Tracing (DKT) and its variants are by far the most effective ones due to the high flexibility of the neural network. However, DKT often ignores the inherent differences between students (e.g. memory skills, reasoning skills, ...), averaging the performances of all students, leading to the lack of personalization, and therefore was considered insufficient for adaptive learning. To alleviate this problem, in this paper, we proposed Leveled Attentive KNowledge TrAcing (LANA), which firstly uses a novel student-related features extractor (SRFE) and pivot modules to distill and distinguish students' unique inherent properties from their respective interactive sequences. Moreover, inspired by Item Response Theory (IRT), the interpretable Rasch model was used to cluster students by their ability levels, and thereby utilizing leveled learning to assign different encoders to different groups of students. With pivot module reconstructed the decoder for individual students and leveled learning specialized encoders for groups, personalized DKT was achieved. Extensive experiments conducted on two real-world large-scale datasets demonstrated that our proposed LANA improves the AUC score by at least 1.00% (i.e. EdNet [up arrow] 1.46% and RAIEd2020 [up arrow] 1.00%), substantially surpassing the other State-Of-The-Art KT methods. [For the full proceedings, see ED615472.]
Modeling Creativity in Visual Programming: From Theory to Practice
Author: Kovalkov, Anastasia
Date: 2021-00-00
Type: Reports - Research
Subjects: Creativity,Theory Practice Relationship,Evaluators,Specialists,Artificial Intelligence,Prediction,Computer Software,Evaluation Methods,Educational Technology,Teaching Methods,Creative Thinking,Creativity Tests,Cross Cultural Studies,Foreign Countries,Scores,Interrater Reliability,Elementary Secondary Education,Student Projects,Student Evaluation

Promoting creativity is considered an important goal of education, but creativity is notoriously hard to define and measure. In this paper, we make the journey from defining a formal creativity and applying the measure in a practical domain. The measure relies on core theoretical concepts in creativity theory, namely fluency, flexibility, and originality, We adapt the creativity measure for Scratch projects. We designed a machine learning model for predicting the creativity of Scratch projects, trained and evaluated on ratings collected from expert human raters. Our results show that the automatic creativity ratings achieved by the model aligned with the rankings of the projects of the expert raters more than the experts agreed with each other. This is a first step in providing computational models for describing creativity that can be applied to educational technologies, and to scale up the benefit of creativity education in schools. [For the full proceedings, see ED615472.]
On the Limitations of Human-Computer Agreement in Automated Essay Scoring
Author: Doewes, Afrizal
Date: 2021-00-00
Type: Reports - Research
Subjects: Man Machine Systems,Automation,Computer Assisted Testing,Scoring,Essays,Reliability,Validity,Scoring Rubrics

Scoring essays is generally an exhausting and time-consuming task for teachers. Automated Essay Scoring (AES) facilitates the scoring process to be faster and more consistent. The most logical way to assess the performance of an automated scorer is by measuring the score agreement with the human raters. However, we provide empirical evidence that a well-performing essay scorer from the quantitative evaluation point of view are still too risky to be deployed. We propose several input scenarios to evaluate the reliability and the validity of the system, such as off-topic essays, gibberish, and paraphrased answers. We demonstrate that automated scoring models with high human-computer agreement fail to perform well on two out of three test scenarios. We also discuss the strategies to improve the performance of the system. [For the full proceedings, see ED615472.]
What Special Education Parents Need to Know Now That S3434 Has Been Signed
Author: Education Law Center
Date: 2021-07-07
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Special Education,Students with Disabilities,Related Services (Special Education),COVID-19,Pandemics,Individualized Education Programs

S3434 was signed by Governor Murphy on June 16, 2021. It allows students who turned 21 during the 2020-2021 to continue to receive special education, related services, and transition services through at least the 2021-2022 school year. These services must be provided to those students during the 2021-2022 school year when the Individualized Education Program Team (IEP) team, including the parent and adult student, determine that the student requires additional or compensatory special education and related services, including transition services. The student will not be eligible to receive services beyond June 30, 2022, unless provided for in the student's IEP, or as ordered by a hearing offer, complaint investigation, or court of competent jurisdiction. Because the bill was signed so late, most children have likely graduated. Parents can still seek services under the law. This fact sheet answers important questions for parents about their children's rights under S3434. [This document was co-produced by SPAN Parent Advocacy Network, the Arc of New Jersey, ASAH, and the New Jersey Council on Developmental Disabilities.]
If Not Now, When? The Urgent Need for an All-One-System Approach to Youth Policy
Author: Carnevale, Anthony P.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,Holistic Approach,Public Policy,Cultural Relevance,Student Diversity,Employers,Government Role,College Readiness,Career Readiness,Equal Education,COVID-19,Pandemics,Federal Legislation,Barriers,Employment Level,Economic Factors,Employment Qualifications,Educational Policy,Access to Education,Labor Market,Educational Finance,Federal Aid,Racial Bias,Social Bias,Career Counseling,Low Income Students,Accountability

&quot;If Not Now, When? The Urgent Need for an All-One-System Approach to Youth Policy&quot; makes the case that the United States' disjointed approach to youth policy has failed young people. In the current fragmented system, pre-K-12, postsecondary education, and the workforce operate in silos that allow many young people to fall through the cracks. In its place, the country needs an all-one-system approach that supports youth on their journey through education and training and into careers.
The College Payoff: More Education Doesn&apos;t Always Mean More Earnings
Author: Carnevale, Anthony P.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Academic Degrees,High School Graduates,Outcomes of Education,Income,Correlation,Age Differences,Gender Differences,Racial Differences,Ethnicity,Undergraduate Study,Majors (Students),STEM Education,Science Careers,Health Occupations,Disproportionate Representation,Postsecondary Education

&quot;The College Payoff: More Education Doesn't Always Mean More Earnings&quot; explores how lifetime earnings vary by education level, field of study, occupation, industry, gender, race and ethnicity, and location. The lifetime earnings of a full-time full-year worker with a high school diploma are $1.6 million, while workers with an associate's degree earn $2 million. However, at least one quarter of high school graduates earn more than an associate's degree holder. Bachelor's degree holders earn a median of $2.8 million during their career, 75% more than if they had only a high school diploma. Master's degree holders earn a median of $3.2 million over their lifetimes, while doctoral degree holders earn $4 million and professional degree holders earn $4.7 million. However, one quarter of workers with a bachelor's degree earn more than half of workers with a master's or a doctoral degree.
New Eligibility Rules for Home Fee Status and Student Finance for the 2021/22 Academic Year
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Eligibility,Student Financial Aid,Foreign Countries,Paying for College,Immigrants,Undergraduate Students,Graduate Students,Adult Students

This document provides information on who is eligible for undergraduate, postgraduate and further education financial support from Student Finance England. It is designed to assist with the interpretation of The Education (Student Support) Regulations 2011 (as amended) (the Regulations) and is for Student Finance England students only.