ethanporcaro/eric-fulltext-meta huggingface dataset:
Are You Talking to Me? Multi-Dimensional Language Analysis of Explanations during Reading
Author: Allen, Laura K.
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Language Processing,Science Instruction,Computational Linguistics,Teaching Methods,Reading Processes,Prediction,Discourse Analysis,Natural Language Processing,Intelligent Tutoring Systems,Classification,Accuracy,College Freshmen,Laboratory Experiments,Form Classes (Languages),Language Usage

This study examines the extent to which instructions to self-explain vs. &quot;other&quot;-explain a text lead readers to produce different forms of explanations. Natural language processing was used to examine the content and characteristics of the explanations produced as a function of instruction condition. Undergraduate students (n = 146) typed either self-explanations or other-explanations while reading a science text. The linguistic properties of these explanations were calculated using three automated text analysis tools. Machine learning classifiers in combination with the features were used to predict instruction condition (i.e., self- or other explanation). The best machine learning model performed at rates above chance (kappa = 0.247; accuracy = 63%). Follow-up analyses indicated that students in the self-explanation condition generated explanations that were more cohesive and that contained words that were more related to social order (e.g., ethics). Overall, the results suggest that natural language processing techniques can be used to detect subtle differences in students' processing of complex texts. [This paper was published in: &quot;Proceedings of the 9th International Conference on Learning Analytics &amp; Knowledge (LAK19)&quot; (Article 4 p116-120). New York, NY: ACM.]
Reclaiming the Potential for Equity and Diversity in Montgomery County&apos;s Schools of Choice. Field Report
Author: Ayscue, Jennifer B.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Public Schools,Student Diversity,Minority Group Students,Equal Education,School Choice,Magnet Schools,Low Income Students,Hispanic American Students,African American Students,Access to Education,Racial Differences,Ethnicity,Elementary Secondary Education,Academically Gifted,Special Programs,Immersion Programs,Bilingual Education,Vocational Education

Montgomery Count Public School (MCPS) has experienced substantial demographic change since magnet and special academic programs began in the 1970s. MCPS is experiencing tremendous growth of approximately 2,500 students per year, with the fastest growing segment of students being Latino. Similar to many other districts that created magnet programs in the 1970s and 1980s, MCPS designed many of its magnets and special academic programs as a voluntary approach to achieve desegregation. Magnet schools are public &quot;schools of choice&quot;--schools that offer alternatives to students other than their neighborhood public schools. With Latino, black, and low-income students having been largely excluded from the district's magnet and special academic programs, this report looks at how district leaders are working to increase equity and access.
Elevating Real-World Learning: Two Cities&apos; Efforts to Credential Real World Skills through Digital Badges
Author: Eaton, Annelise
Date: 2020-01-00
Type: Reports - Research
Subjects: Credentials,Recognition (Achievement),Information Storage,Experiential Learning,Program Evaluation,Program Effectiveness,Skill Development,Student Evaluation,Evaluation Criteria

Educators have long recognized that students gain important skills through real-world learning, which frequently takes place outside school hours or school walls. In Boston and Providence, after-school program leaders engaged in a bold experiment to formally recognize these skills through an innovative credential called a digital badge. For two years, the Rennie Center followed teams in Boston and Providence as they created a digital badging infrastructure and measurement system. This report shares successes and lessons learned from this effort, providing guidance for student-serving organizations exploring opportunities to support and acknowledge students' non-academic skills.
FY16 Federal High School Graduation Rates. Memorandum
Author: Christiansen, David W.
Date: 2016-12-16
Type: Reports - Evaluative
Subjects: Graduation Rate,School Districts,Urban Schools,African American Students,Hispanic American Students,White Students,Charter Schools,High Schools,Nontraditional Education,High School Graduates,Traditional Schools,Public Schools

In FY16, the School District of Palm Beach County (SDPBC) outperformed Florida and six other large urban school districts and increased the graduation rate from FY15. The Federal High School Graduation Rate includes standard diplomas but excludes special diplomas and GEDs (General Education Diplomas). This memorandum reports the graduation rates for the past five years (FY12- FY16) for Florida, the SDPBC, and the other large urban school districts; the graduation rates for the past five years (FY12-FY16) for Black, Hispanic, and White students; the graduation rates for the past five years (FY12-FY16) for SDPBC District operated and charter schools; and graduation rates for District operated high schools, charter high schools, and alternative high schools, respectively, for five years (FY12-FY16). [For the previous report, &quot;FY2015 Federal High School Graduation Rates. Memorandum,&quot; see ED603828.]
FY2015 Federal High School Graduation Rates. Memorandum
Author: Christiansen, David W.
Date: 2016-01-05
Type: Reports - Evaluative
Subjects: Graduation Rate,School Districts,Urban Schools,African American Students,Hispanic American Students,White Students,Charter Schools,High Schools,Nontraditional Education,High School Graduates,Traditional Schools,Public Schools

On January 5, 2016, the Florida Department of Education (FDOE) released graduation rates for the State of Florida and the School District of Palm Beach County (SDPBC). The Federal High School Graduation Rate includes standard diplomas but excludes special diplomas and GEDs (General Education Diplomas). In FY2015, SDPBC outperformed Florida and six other large urban school districts and increased the graduation rate from FY2014. This memorandum reports the graduation rates for the past five years (FY2011-FY2015) for Florida, the SDPBC, and the other large urban school districts; the graduation rates for the past five years (FY2011-FY2015) for Black, Hispanic, and White students; the graduation rates for the past four years (FY2012-FY2015) for SDPBC District operated and charter schools; and graduation rates for District operated high schools, charter high schools, and alternative high schools, respectively. [For the previous report, &quot;FY2014 High School Federal Graduation Rates. Memorandum&quot;, see ED603829.]
FY2014 High School Federal Graduation Rates. Memorandum
Author: Gent, E. Wayne
Date: 2014-12-18
Type: Reports - Evaluative
Subjects: Graduation Rate,School Districts,Urban Schools,African American Students,Hispanic American Students,White Students,Charter Schools,High Schools,Nontraditional Education,High School Graduates,Traditional Schools,Public Schools

In FY2014, the State of Florida and the School District of Palm Beach County (SDPBC) outperformed Florida and other large urban school districts and was the only large urban district to have an increased graduation rate. In FY2012, the Florida Department of Education (FDOE) accountability system began using the Federal Graduation Rate, which is a more rigorous standard than the National Governors Association (NGA) rate used previously. The Federal Graduation Rate includes standard diplomas but excludes special diplomas and GEDs (General Education Diplomas). This memorandum reports the graduation rates for the past five years (FY2010-FY2014) for Florida, the SDPBC, and the other large urban districts; the graduation rates for the past five years (FY2010-FY2014) for Black, Hispanic, and White students; the graduation rates for the past three years (FY2012-FY2014) for SDPBC District operated and charter schools; and graduation rates for District operated high schools, charter high schools, and alternative high schools, respectively. [For the previous report, &quot;FY2013 High School Federal Graduation Rates. Memorandum,&quot; see ED603830.]
FY2013 High School Federal Graduation Rates. Memorandum
Author: Gent, E. Wayne
Date: 2013-12-11
Type: Reports - Evaluative
Subjects: Graduation Rate,School Districts,Urban Schools,African American Students,Hispanic American Students,White Students,Charter Schools,High Schools,Nontraditional Education,High School Graduates,Traditional Schools,Public Schools

On December 11, 2013, the Florida Department of Education (FDOE) released graduation rates for the State of Florida and the School District of Palm Beach County (SDPBC). In FY2012, the FDOE accountability system began using the Federal Graduation Rate, which is a more rigorous standard than the National Governors Association (NGA) rate used previously. The Federal Graduation Rate includes standard diplomas but excludes special diplomas and GEDs (General Education Diplomas). This memorandum reports the graduation rates for the past five years (2009-2013) for Florida, the SDPBC, and the other large urban districts; the FY2013 graduation rate data for Black, Hispanic, and White students; the graduation rates for SDPBC Traditional and charter school students; and the graduation rates for comprehensive high schools, charter high schools, and alternative high schools, respectively.
Improving Students&apos; Reading Comprehension Ability Using Jigsaw 1 Technique
Author: Katemba, Caroline V.
Date: 2017-08-01
Type: Journal Articles
Subjects: Reading Comprehension,Cooperative Learning,Reading Instruction,Junior High School Students,Grade 8,Foreign Countries,Instructional Effectiveness,Reading Improvement,Conventional Instruction

This research is entitled &quot;Effectiveness of Utilizing Jigsaw 1 towards Improving Students' Reading Comprehension Ability. The experimental design was used in this study. The participants of this study were two classes of grade 8 of junior high school in Parongpong, Bandung, Indonesia; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using a conventional technique. This study intended to seek an answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using Jigsaw-1 and those who are taught through the conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using the conventional technique.
The Comparison between START and TAI Models in Improving SMP Students&apos; Reading Comprehension Ability
Author: Sihombing, Triumph
Date: 2018-02-03
Type: Journal Articles
Subjects: Models,Reading Comprehension,Reading Improvement,Reading Instruction,Reading Strategies,Teaching Methods,Cooperative Learning,Scaffolding (Teaching Technique),Grade 7,Middle School Students,Foreign Countries,Pretests Posttests,English (Second Language),Second Language Instruction

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology) This study used a quantitative research method and comparative design. The participants of the study were 63 students that were divided into two groups. Class VIIB students were taught through the START model and VIIC students were taught through the T-A-I model. The conclusion is: There was an improvement in the reading comprehension ability of students who were taught using START, categorized as moderate and T-A-I cooperative learning models, categorized as low. Moreover, there is a difference in the students reading comprehension improvement between those who acquired START and T-A-I teaching models.
Students&apos; Responses in Enhancing New Vocabulary through Subtitled English Movies
Author: Katemba, Caroline V.
Date: 2018-02-01
Type: Journal Articles
Subjects: Films,Vocabulary Development,Visual Aids,Student Attitudes,Teaching Methods,College Students,English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Scoring,Correlation,Item Analysis

This study aims to find out the student responses in enhancing new vocabulary through subtitled English Movies. And the research question is what are students' responses in enhancing new vocabulary through subtitled English movies? To achieve this objective, the study employed a quantitative method. The data were obtained from the questionnaire. The questionnaire was distributed to the Universitas Advent Indonesia. The data were then descriptively analyzed. The result of this study indicated that most of the students responded positively through subtitled English movies in enhancing new vocabulary. These research findings are expected to contribute to the efforts in the teaching and learning area, particularly in increasing students' vocabulary.
State Compensatory Education Report, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-12-19
Type: Reports - Research
Subjects: Dropout Prevention,Academic Achievement,At Risk Students,Educational Finance,Financial Support,State Programs,Achievement Tests,Scores,Compensatory Education,Juvenile Justice,Nontraditional Education,Correctional Institutions,Institutionalized Persons,Correctional Education,Discipline Problems,Pregnancy,Costs,Gender Differences,Racial Differences,Ethnicity,Low Income Students,Elementary Secondary Education,Access to Education

This report presents the State Compensatory Education (SCE) report for the 201-2019 school year. Per Section 29.081 of the Texas Education Code (TEC §29.081), the SCE program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. Funds allocated under SCE law are to be channeled toward programs and services that eliminate disparities in performance on assessment instruments administered under TEC Chapter 39, Subchapter B. For this year's evaluation of SCE, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8 and the STAAR End-of-Course (EOC) served as the state assessment measures for students taking specific high school courses for the 2018-2019 school year. The completion status of the class of 2018 was also assessed.
Automated Summarization Evaluation (ASE) Using Natural Language Processing Tools
Author: Crossley, Scott A.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Automation,Writing Evaluation,Natural Language Processing,Artificial Intelligence,Accuracy,Classification,Scoring

Summarization is an effective strategy to promote and enhance learning and deep comprehension of texts. However, summarization is seldom implemented by teachers in classrooms because the manual evaluation of students' summaries requires time and effort. This problem has led to the development of automated models of summarization quality. However, these models often rely on features derived from expert ratings of student summarizations of specific source texts and are therefore not generalizable to summarizations of new texts. Further, many of the models rely of proprietary tools that are not freely or publicly available, rendering replications difficult. In this study, we introduce an automated summarization evaluation (ASE) model that depends strictly on features of the source text or the summary, allowing for a purely textbased model of quality. This model effectively classifies summaries as either low or high quality with an accuracy above 80%. Importantly, the model was developed on a large number of source texts allowing for generalizability across texts. Further, the features used in this study are freely and publicly available affording replication. [This paper was published in: S. Isotani et al. (Eds.), &quot;AIED 2019&quot; (pp. 84-95). Switzerland: Springer.]
Miami-Dade County Public Schools: 2018-2019 Student Performance in the Cambridge Advanced International Certificate of Education Program. Research Brief. Volume 1902
Author: Tirado, Andrea
Date: 2019-10-00
Type: Reports - Research
Subjects: Public Schools,High School Students,Advanced Placement Programs,Achievement Tests,Student Participation,Scores,White Students,African American Students,Hispanic American Students

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the Cambridge Advanced International Certificate of Education (AICE) Program. Cambridge courses and examinations were offered at 14 MDCPS high schools in 2018-2019. Over 11,800 examinations were taken by M-DCPS students in 32 subject areas in 2018-2019. The number of AICE examinations taken in MDCPS increased by 12% from 2017-2018 to 2018-2019.The District's Hispanic students took 82% of all AICE examinations in 2018-2019. Overall, the percentage of AICE examinations receiving passing scores decreased by two percentage points, from 71% in 2018-2019 to 69% in 2018-2019. From 2017-2018 to 2018-2019, the percentage of AICE examinations receiving passing scores decreased slightly for all groups of students: by 2 percentage points for White students, by 1 percentage points for Hispanic students, by 4 percentage points for Black students, and by three percentage points for students classified as &quot;Other&quot;. At the conclusion of the 2018-2019 school year, 78% of eligible M-DCPS students received AICE diplomas, a two percentage points increase from 2017-2018.
Checking It Twice: Does Adding Spelling and Grammar Checkers Improve Essay Quality in an Automated Writing Tutor?
Author: McCarthy, Kathryn S.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Spelling,Grammar,Automation,Writing Instruction,Intelligent Tutoring Systems,High School Students,Essays,Feedback (Response),Educational Technology,Technology Uses in Education,Program Effectiveness,Scores,Scoring

This study investigated the effect of incorporating spelling and grammar checking tools within an automated writing tutoring system, Writing Pal. High school students (n = 119) wrote and revised six persuasive essays. After initial drafts, all students received formative feedback about writing strategies. Half of the participants were also given access to spelling and grammar checking tools during the writing and revision periods. Linear mixed effects models revealed that essay quality for students in both conditions improved from initial draft to revision in terms of all aspects except essay unity. The availability of spelling and grammar checking yielded added improvements from initial draft to revision for several aspects of essay quality (i.e., conclusion, organization, voice, grammar/mechanics, and word choice), but other aspects were unaffected (i.e., introduction, body, unity, and sentence structure). The availability of spelling and grammar checking tools had no effect on holistic essay scores. These results indicate that automated spelling and grammar feedback contribute to modest, incremental improvements in writing quality that may complement automated strategy feedback. [This paper was published in: S. Isotani et al. (Eds.), &quot;AIED 2019&quot; (pp. 270-282). Switzerland: Springer.]
Automated Scoring of Self-Explanations Using Recurrent Neural Networks
Author: Panaite, Marilena
Date: 2019-00-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Scoring,Intelligent Tutoring Systems,Natural Language Processing,Feedback (Response)

Intelligence Tutoring Systems (ITSs) focus on promoting knowledge acquisition, while providing relevant feedback during students' practice. Self-explanation practice is an effective method used to help students understand complex texts by leveraging comprehension. Our aim is to introduce a deep learning neural model for automatically scoring student self-explanations that are targeted at specific sentences. The first stage of the processing pipeline performs an initial text cleaning and applies a set of predefined rules established by human experts in order to identify specific cases (e.g., students who do not understand the text, or students who simply copy and paste their self-explanations from the given input text). The second step uses a Recurrent Neural Network with pre-trained Glove word embeddings to predict self-explanation scores on a scale of 1 to 3. In contrast to previous SVM models trained on the same dataset of 4109 self-explanations, we obtain a significant increase of accuracy from 59% to 73%. Moreover, the new pipeline can be integrated in learning scenarios requiring near real-time responses from the ITS, thus addressing a major limitation in terms of processing speed exhibited by the previous approach. [This paper was published in: M. Scheffel et al. (Eds.), &quot;EC-TEL 2019&quot; (pp. 659-663). Switzerland: Springer.]
Equity-Focused Charter School Authorizing Toolkit
Author: Research for Action
Date: 2019-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: Equal Education,Charter Schools,Public Schools,Best Practices,State Legislation,At Risk Students,Planning,Program Development,Performance,Accountability,Educational Administration,Governance

Providing high-quality and equitable learning opportunities should be a primary goal of all schools and school systems. Charter schools comprise the most steadily growing sector of Pennsylvania's public education system, now home to over 160 brick-and-mortar charter schools. As with all public schools--given the right conditions--the charter sector can offer promise as a mechanism for reducing inequity. Research for Action's (RFA's) Equity-Focused Charter School Authorizing Toolkit, commissioned by the Pennsylvania Department of Education, includes 15 custom-made tools and examples of best practices from around the country for how Pennsylvania's school district authorizers can work together with charter schools to promote equitable access. The tools and strategies can either be adopted as is, or revised to align with individual community needs and priorities.