ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Adolescent Obesity on Middle-Age Health of Women Given Data MAR
Author: Shin, Yongyun
Date: 2020-00-00
Type: Reports - Research
Subjects: Obesity,Adolescents,Adults,Females,Correlation,Body Composition,Body Weight,Body Height,Physiology,Aging (Individuals),Age Differences,Individual Characteristics

We analyze adolescent BMI and middle-age systolic blood pressure (SBP) repeatedly measured on women enrolled in the Fels longitudinal study (FLS) between 1929 and 2010 to address three questions: Do adolescent-specific growth rates in BMI and menarche affect middle-age SBP? Do they moderate the aging effect on middle-age SBP? Have the effects changed over historical time? To address the questions, we propose analyzing a growth curve model (GCM) that controls for age, birth-year cohort and historical time. However, several complications in the data make the GCM analysis non-standard. First, the person-specific adolescent BMI and middle-age SBP trajectories are unobservable. Second, missing data are substantial on BMI, SBP and menarche. Finally, modeling the latent trajectories for BMI and SBP, repeatedly measured on two distinct sets of unbalanced time points, are computationally intensive. We adopt a bivariate GCM for BMI and SBP with correlated random coefficients. To efficiently handle missing values of BMI, SBP and menarche assumed missing at random, we estimate their joint distribution by maximum likelihood via the EM algorithm where the correlated random coefficients and menarche are multivariate normal. The estimated distribution will be transformed to the desired GCM for SBP that includes the random coefficients of BMI and menarche as covariates. We demonstrate unbiased estimation by simulation. We find that adolescent growth rates in BMI and menarche are positively associated with and moderate the aging effect on SBP in middle age, controlling for age, cohort and historical time, but the effect sizes are at most modest. The aging effect is significant on SBP, controlling for cohort and historical time, but not vice versa. [This paper was published in &quot;Biometrical Journal&quot; v62 n7 p1702-1716 2020.]
Social Media Technology Usage in Project-Based Learning: A Case Study
Author: McMahan-Krepop, Jennifer Michelle
Date: 2020-09-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Social Media,Technological Literacy,Pedagogical Content Knowledge,Grounded Theory,Teacher Attitudes,Teaching Methods,Student Projects,Active Learning,Case Studies,Learning Theories,Administrator Attitudes,Cooperative Learning,Computer Software,Faculty Development,Barriers,Organizational Change,Instructional Design,Asynchronous Communication,Computer Mediated Communication,Social Networks,State Standards,High School Teachers,Suburban Schools

Project-based learning is a key methodology for the 21st century classroom. The teaching pedagogy is grounded in collaborative learning for students and collaborative teaching practices for educators. When social media and digital technologies are used as aids in the project-based learning approach, it adds a new dimension of learning for students and teachers. It also initiates communications and collaboration in the community. The purpose of the qualitative case study was to explore how teachers and leaders describe social media technology used in order to create a project-based learning environment. Bandura's Social Learning Theory and the Technological Pedagogical and Content Knowledge frame by Mishra and Kohler's was conceptual framework of the study. When both the TPCK and social learning theory are used together, they create a collaborative learning environment. By eliciting responses from 16 participants (leaders and teachers) via questionnaire, interviews, and focus group, the researcher found how social media was used in a PjBL environment. The constant comparative method, through the aid of a computer program, was employed for data analysis. The findings of the research include three predominant themes and nine subordinate themes based on participants' shared experiences and viewpoints. Thematic Code 1 addressed the implementation of project-based learning, into subsidiary themes of change needed in the learning environment, professional development, and barriers of the pedagogy. Thematic Code 2 arranged technology in the school district, to the subordinate themes of a whole school learning management platform, digital technology usage, and the learning process. Thematic Code 3 organized the communications methods of the leader and teacher participants into the associated themes of collaboration and communication efforts, sharing and presenting, and traditional to remote learning. The research and new knowledge established in this study contributes to the literature of social media as a technological approach to sharing and collaborating in the school environment. The research also adds to the literature of organizational change through the implementation of new educational designs.
Identifying Indicators of Distress in Charter Schools, Part 1: The Role and Perspective of Charter School Authorizers
Author: Evan, Aimee
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Stress Variables,Charter Schools,Stakeholders,Administrator Attitudes,Educational Indicators,State Departments of Education,Governing Boards,School Effectiveness,School Closing,Identification,Educational Quality,School Administration,Leadership,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Money Management,Labor Turnover,Instructional Effectiveness,Educational Improvement,Accountability

Charter school authorizers (authorizers) that are committed to fostering high-quality charter school options for all students have an imperative to understand the nature of school distress and failure. Authorizers and other stakeholders need to be able to identify and understand schools experiencing distress, long before a state accountability grade designates a school as &quot;failing.&quot; In theory, the charter school sector relies somewhat on market forces and family choice to remove unsuccessful schools from the educational ecosystem. However, research shows only roughly 5% of academically underperforming schools are closed annually, on average. When schools are allowed to decline to a point that closure becomes the only option, the disruption of school closure and student mobility often exacerbate the negative effects on students. Rather than wait until a school fails, authorizers may have the ability to identify schools in distress at a much earlier stage. Authorizers often have access to data that allows them to recognize a school in distress at a stage when successful, manageable interventions are possible and the trajectory of hundreds or thousands of students can be improved. While policy contexts and appetites for various interventions and supports will vary for different authorizers, all authorizers can benefit from understanding the leading indicators that often precede a school's decline before decline has affected lagging performance indicators. These early warning signs of a school in trouble provide a good starting point for flagging schools that may need guidance, supports, or simply a more thorough review. Based on the needs of the field, the National Charter School Resource Center (NCSRC) sought to identify and describe characteristics observed in schools experiencing difficulty in achieving the ESEA's definition of a high-quality charter school. This is call these early warning signs indicators of distress. This report provides the indicators of distress authorizers regularly encounter as a school's quality begins to decline. [For &quot;Identifying Indicators of Distress in Charter Schools, Part 2: The Roles and Perspectives of Charter School Leaders and Board Members,&quot; see ED616211. For the related toolkit, &quot;Identifying Indicators of Distress in Charter Schools: Tools to Support Authorizer Data Collection,&quot; see ED616212.]
Putting Career and Technical Education to Work for Students. A Playbook for State Policymakers
Author: Suffren, Quentin
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Policy,State Policy,Federal Legislation,Agricultural Education,Educational Legislation,Technical Education,Federal Aid,Educational Change,Alignment (Education),Educational Quality,Program Implementation,Stakeholders,Program Evaluation,Strategic Planning

Once dubbed Vocational Education, Career and Technical Education (CTE) celebrated its centennial anniversary in 2017. The federal Smith-Hughes National Vocational Education Act signed in 1917 marked the first nationwide investment in career training at the secondary level. That initial investment has continued through the Vocational Education Act, authorized in 1963 (since renamed the Carl D. Perkins Vocational and Technical Education Act) and reauthorized most recently in 2006. In 2017, the federal investment in CTE topped $1.4 billion (for secondary and postsecondary). Currently, CTE programs represent the primary provider and funding source for workforce preparation in high schools across the nation. The first part of this report focuses on the &quot;why&quot; of CTE reform. The second part seeks to provide policymakers with clear guidance about &quot;how&quot; to accomplish it. It provides a series of practical, if not easy, measures that states can undertake to improve both the alignment and quality of existing CTE programs. They assume only existing funding, in many cases, and they are borne of real-world efforts taking place in leading states like Tennessee, Delaware and Florida.
Undergraduate Degree Earners. Sixth in the Series
Author: Liu, Q.
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Academic Degrees,Age Differences,Credentials,Educational Certificates,Masters Degrees,Educational Background,Institutional Characteristics,Colleges,Two Year Colleges,Geographic Regions,Gender Differences

The &quot;Undergraduate Degree Earners&quot; report series, published annually, provides a demographic and education profile for all students graduating with an undergraduate credential, which may include associate and bachelor's degrees and certificates. In this report, the authors profile graduates in the 2018-19 academic year, with a focus on first-time versus non-first-time graduates, and examine changes in demographics and education credentials received over the last six academic years, since 2012-13. In addition to select findings described in the report, the Appendix provides the national profiles of undergraduate degree earners by age and type of credential earned, as well as comparisons by state and region. [For the previous year report, see ED609949.]
English Learners (ELs) Who Are Native Hawaiian or Other Pacific Islander (NHPI). Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Hawaiians,Pacific Islanders,School Districts,Race,Ethnicity,Public Schools,Student Characteristics,English (Second Language),Second Language Learning,Place of Residence,Elementary School Students,Secondary School Students,Enrollment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English Learners (ELs) who are Native Hawaiian or Other Pacific Islander (NHPI) include: (1) Local Education Agencies (LEAs) with the Largest Number of ELs Who Are NHPI; and (2) Race/Ethnicity of Students in Public Schools in Hawaii: SY 2016-17. [For an earlier version of this report (2015), see ED564269.]
Public-Sector Leadership and Venture Philanthropy: The Case of Broad Superintendents. CEPA Working Paper No. 20-06
Author: Dee, Thomas S.
Date: 2020-07-10
Type: Reports - Evaluative
Subjects: Public Sector,Philanthropic Foundations,Private Financial Support,Educational Finance,School Districts,Superintendents,Leadership Training,African Americans,Tenure,Enrollment,School Closing,Expenditure per Student,Graduation Rate,Charter Schools,Elementary Secondary Education

Major philanthropic initiatives that incorporate features of venture-capital practices have become increasingly prominent, particularly in K-12 public education. In this study, we provide empirical evidence on the reach, character, and impact of the Broad Superintendents Academy, a prominent and controversial venture-philanthropic initiative designed to transform leadership in the nation's largest school districts. Using a novel dataset on all Broad trainees and a linked panel data set of all large school districts over 20 years, we find that Broad superintendents have had extensive reach (e.g., serving nearly 3 million students at their peak). We also show that, within districts that hired Broad trainees, Broad superintendents were 40 percent more likely to be Black than their non-Broad peers, but also had tenures that were 18 percent shorter. Panel-based estimates provide evidence that Broad-trained leaders had no clear effects on several district outcomes such as enrollment, school closures, per-pupil instructional and support-service spending, and student completion rates. However, Broad-trained leaders initiate a trend towards an increased number of charter schools and higher charter-school enrollment.
School Administrator&apos;s Manual: Regents Examinations. 2019 Edition
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Administrator Guides,Achievement Tests,Exit Examinations,Performance Based Assessment,Testing,Answer Sheets,Cheating,Testing Accommodations,English Language Learners,Students with Disabilities,Scoring,Intervention

This publication is intended for use by school administrators and counselors. It provides general information on Regents Examinations as well as the specific requirements and procedures for requesting, administering, and rating these examinations. This manual is comprised of the following sections: (1) General Information; (2) Requesting and Administering Regents Examinations; (3) Rating Examination Papers, Recording Scores, and Providing Academic Intervention Services; (4) Returning Test Materials to the Department; (5) Review of Examination Papers; and (6) Awarding of Credit and Issuance of Regents Diplomas. [The New York State Education Department's Office of State Assessment (OSA) produced this report.]
Virginia High School Graduates&apos; Career and Technical Education Credentials: Top Credentials over Time and across Student Groups. REL 2021-063
Author: Harris, Julie C.
Date: 2021-01-00
Type: Reports - Research
Subjects: High School Graduates,Vocational Education,Credentials,Graduation Requirements,Career Readiness,Certification,Industry,Student Characteristics,Regional Characteristics,Differences,Educational Trends,English Language Learners,Students with Disabilities,Racial Differences,Low Income Students

In Virginia, all high school students can earn either a Standard diploma or an Advanced Studies diploma, the latter being a college preparatory diploma. Starting in 2017, the Virginia Department of Education (VDOE) began requiring students graduating with the Standard diploma to earn a career and technical education (CTE) credential to encourage them to pursue opportunities that enhance their career readiness. This is likely to be particularly important for students graduating with the Standard diploma, as they have been shown to have limited success in postsecondary education. This study examined the CTE credentials Virginia high school graduates most commonly earned from 2011 through 2017. The five most commonly earned CTE credentials in Virginia remained the same during this time period, but the percentage of students earning the Workplace Readiness Skills (WRS) and W!se Financial Literacy Certification credentials increased. Both of these credentials cover broad skills relevant to a wide range of jobs, as opposed to a specific occupation or industry. Although the new CTE requirement applies only to Standard diploma graduates, there were few differences in the top 10 credentials by diploma type, both in terms of which credentials were most common as well as the rates at which students earned these credentials. Regardless of diploma type, in 2017, 9 of the top 10 credentials were broad credentials that were not narrowly aligned to a specific occupation or industry. This study also looked at the top 10 credentials earned by 2017 Standard diploma graduates across a variety of student subgroups, including English learner students, economically disadvantaged students, students with disabilities, and racial/ethnic subgroups. English learner students and students with disabilities earned the top 10 credentials at lower rates than other Standard diploma graduates. Student credential-earning rates differed the most by geographic region, both in terms of which credentials appeared in the top 10 and the percentage of students earning the top 10 credentials. This study highlights the need for additional analyses to help CTE stakeholders and policymakers understand the value of different types of CTE credentials. In particular, Virginia and other states might explore the relative value of broad CTE credentials that apply to a wide range of jobs and have become increasingly prevalent in Virginia compared with CTE credentials that are more narrowly aligned with a specific occupation or industry.
Utah High School Students Transition to College. Issue Brief
Author: Mayne, Carrie
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: High School Students,Student Adjustment,College Students,Enrollment,Enrollment Rate,Geographic Regions,Postsecondary Education

During the 2018-19 academic year, over 178,000 students walked the eight Utah System of Higher Education (USHE) campuses. Of those students, approximately 9.3% came directly from Utah's high school graduating class of 2018. The transition from high school to postsecondary learning is a major step in an individual's life. Leaders on both ends of that academic bridge seek to understand how well students in our state navigate the transition. To that end, the Utah System of Higher Education has collaborated with the Utah State Board of Education for the last five years to share data describing the number of students making that transition and the degree to which they succeed in college. Each year, the data has been summarized in USHE's High School Feedback reports, a compilation of student data used to inform secondary teachers and policymakers of the trends in higher education enrollment for their newly graduated students. This report is an initial exploration of how this student data can be used to inform the college access conversation for the state's education policymakers.
Technical Education vs. Career &amp; Technical Education within the Utah System of Higher Education. Issue Brief
Author: Gilmore, Jessica
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Technical Education,Vocational Education,Higher Education,Academic Education,Career Pathways,Certification

The Utah Legislature recently passed legislation, which merged the Utah System of Technical Colleges with what was the Utah System of Higher Education. The new Utah System of Higher Education includes eight technical colleges, two community colleges, four regional universities, and two research universities. These sixteen institutions are categorized into three defined institutional roles: technical colleges, degree-granting institutions, and degree-granting institutions with a technical college role. The institution's assigned role will determine the types of programs it will offer. By statute, there are three programing categories: (1) technical education; (2) Career and Technical Education (CTE); and (3) academic education. Academic education is a general category that comprises all programing offered by degree-granting institutions. It includes coursework that leads to certificates or degrees ranging from associate degrees to doctorates. The report begins by discussing the difference and purpose of CTE and technical education, as well as which institutions provide which program type.
Baccalaureate and Beyond (B&amp;B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007-08 College Graduates. First Look. NCES 2021-241
Author: Cominole, Melissa
Date: 2021-01-00
Type: Reports - Research
Subjects: Bachelors Degrees,College Graduates,Undergraduate Students,Socioeconomic Status,Employment Level,Ownership,Real Estate,Student Characteristics,Student Financial Aid,Student Loan Programs,Loan Repayment,Graduate Study,Unemployment,Salaries,Occupations,Kindergarten,Elementary Secondary Education,Money Management,Investment,Educational Attainment,Racial Differences,Ethnicity,Gender Differences,Majors (Students),Institutional Characteristics,Sexual Orientation,Age Differences,Veterans,Marital Status,Family Structure

The Baccalaureate and Beyond (B&amp;B) series of data collections allows researchers to address questions regarding bachelor's degree recipients' undergraduate experiences, including their participation in various financial aid programs, student loan debt and repayment of that debt; entrance into and progress through postbaccalaureate education; and employment, particularly for graduates who became elementary or secondary teachers. This report presents selected findings about the employment and educational outcomes of bachelor's degree recipients 10 years after they completed their degrees. These findings are based on data from the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/18). B&amp;B:08/18 is the third follow-up in a nationally representative longitudinal study of students who completed the requirements for a bachelor's degree during the 2007-08 academic year. The first follow-up (ED521881) was conducted in 2009, one year after their graduation. The second follow-up (ED545531) was conducted in 2012, four years after their graduation. This third follow up, conducted in 2018, explores labor market experiences, financial aid debt and repayment, and postbaccalaureate enrollment through the 10th year after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status. [For the summary to this report, see ED609936.]