ethanporcaro/eric-fulltext-meta huggingface dataset:
Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools
Author: Annenberg Institute for School Reform at Brown University
Date: 2010-00-00
Type: Collected Works - General
Subjects: High Schools,School Effectiveness,Best Practices,College Preparation,Scoring Rubrics,Self Evaluation (Groups),Resources,High School Students,Student Surveys,Focus Groups,Family Attitudes,Family (Sociological Unit)

The College Pathways series grew out of the findings in "Beating the Odds," a study of thirteen high-performing New York City high schools by Carol Ascher and Cindy Maguire for the Annenberg Institute for School Reform. Each of the schools admitted ninth-graders with high poverty rates and far-below-average reading and math scores but produced four-year graduation rates and college acceptance above the district average, and well above other high schools serving similar students. To help other schools benefit from what these schools have learned, the Annenberg Institute has developed a set of tools that schools can use to assess their status in the key component areas and to strengthen their practices to put all their students on a path-way to college. The tools in this series are intended to be used together in order to involve the full school community--educators, families, students, and community members--in assessing their school's efforts and finding ways to strengthen them. This series include the following tools: (1) Framework and Rubric (Carol Ascher, Anne T. Henderson, and Cindy Maguire); (2) Student Survey Tool (Carol Ascher, Anne T. Henderson, and Sara McAlister); (3) Focus Group Protocol for Students (Anne T. Henderson and Carol Ascher); and (4) Focus Group Protocol for Families (Anne T. Henderson, Kavitha Mediratta, Carol Ascher, and Sara McAlister). [For related reports, see "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment" (ED522199) and "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment. Executive Summary" (ED522198).]
Supporting High School Students in the Transition to College
Author: Spence, Kate
Date: 2006-02-00
Type: Reports - Research
Subjects: Focus Groups,Transitional Programs,High School Students,Advanced Placement Programs,Participant Satisfaction,Performance Factors,Articulation (Education)

To help the Middle College National Consortium to learn about students' perspectives on the transition to college, the National Center for Restructuring Education, Schools and Teaching (NCREST) conducted two focus groups with 13th grade students at two Middle College-Early College high schools. There was consensus by the students in the focus groups that the early-college (EC) experience was overwhelmingly positive. Some specific aspects of the program that they found positive were the free tuition, the eased transition from high school to college, and the fact that they were able to finish their high school and associates degrees in one year less than it would traditionally take.
2006-07 MCNC Early College High School Students: Participation and Performance in College Coursework. Revised
Author: Kim, Jennifer E.
Date: 2008-04-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Consortia,High School Students,Academic Records,Student Participation,Enrollment Rate,College Credits,Academic Achievement,Intellectual Disciplines,Advanced Placement Programs

The Middle College National Consortium (MCNC) is one of 11 intermediary organizations awarded funds by the Gates Foundation to establish Early College High Schools (ECHSs). The MCNC is a school-practitioner network of more than 30 middle colleges (high schools located on college campuses) committed to a set of shared beliefs and instructional practices regarding the successful schooling of underserved high school students. In 2002, the Middle College National Consortium developed two of the first Early College High Schools (ECHSs). During the 2006-07 school year, the MCNC oversaw the development of 13 ECHSs; it will eventually develop a total of 30 such schools. For the past six years, the National Center for Restructuring Education, Schools, and Teaching (NCREST) has provided research and evaluation support to the MCNC and its schools. This brief provides a summary of college course-taking data among students at Early College High Schools sponsored by the Middle College National Consortium. This brief is based on NCREST's Early College transcript study, and covers the cumulative college coursework of MCNC students enrolled during the 2006-07 school year. Of the 3,866 total students enrolled at MCNC's 13 ECHSs during the 2006-07 school year, 63% were enrolled in college courses. College transcript data was only collected for students taking college courses; thus, the college participation and performance of these students are the primary focus of this brief and the overall transcript study. (Contains 7 figures.)
High School Students' Participation and Performance in College Coursework: 2005-06 MCNC Early College Students
Author: Kim, Jennifer E.
Date: 2007-07-00
Type: Numerical/Quantitative Data
Subjects: College Credits,High School Students,Student Participation,Access to Education,Advanced Placement Programs,Academic Records,Intellectual Disciplines,Enrollment Rate,Academic Achievement,Program Descriptions

Early College (EC) is an initiative funded by the Bill and Melinda Gates, aimed at increasing access to higher education for underserved students. Launched in 2002, the Early College initiative focuses on the development of small schools in which high school students earn both a high school diploma and transferable college credits upon graduating from high school. The Middle College National Consortium (MCNC) is one of 11 intermediary organizations awarded funds by the Gates Foundation to establish Early College schools. The MCNC is a school-practitioner network of more than 30 middle colleges (high schools located on college campuses) committed to a set of shared beliefs and instructional practices regarding the successful schooling of underserved high school students. In 2002, the MCNC developed two of the first Early Colleges. During the 2005-06 school year, the MCNC oversaw the development of 13 Early Colleges and is charged with developing a total of 30 such schools. For the past five years, the National Center for Restructuring Education, Schools and Teaching (NCREST) has provided research and evaluation support to the MCNC and its Early Colleges. This brief provides a summary of data on college course-taking among high school students at Early Colleges sponsored by the Middle College National Consortium. This brief is based on descriptive findings from NCREST's college transcript study. There were 3,606 MCNC EC students during the 2005-06 school year. Schools submitted transcript data for students who had taken college courses; data for 1,924 students were included in the study. (Contains 7 figures.)
Highlights from the MCNC Early College Student Survey Report (2005-06)
Author: Spence, Kate
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,Student Surveys,Access to Education,Disadvantaged Youth,Outreach Programs,Advanced Placement Programs,Articulation (Education),Dual Enrollment,Student Experience,High School Students,Longitudinal Studies,Performance Factors

The Middle College National Consortium (MCNC) consists of a network of high schools across the nation, located on community college campuses, which provide historically underrepresented youth with access to college. The Consortium supports these small schools in implementing six design principles that lay the foundation for an excellent high school education leading to postsecondary success. Students typically enroll in both high school and college classes. Building on this history, the MCNC, with support from the Gates, Ford, and Carnegie Foundations, has taken this initiative to the next level. The Middle-College Early-College (MC-EC) High Schools blur the border between high school and the community college to create "blended institutions" that offer a dual degree program. Taking a mixture of high school and college courses, students work to attain both a high school diploma and associates degree in four to five years. For the past four years, NCREST has provided research and evaluation support to the MCNC related to the development and implementation of their Early Colleges. This brief is drawn from a larger report titled "Early College Student Survey Report Academic Year 2005-2006 and Longitudinal Analysis 2003-2005" and is based on analysis of NCREST's 2005-2006 student survey, which assesses students' perceptions of and experiences with the schools and the Early College initiative. Schools administered the survey to their 9th and 11th graders in the spring of 2006. In all, 1,552 students were surveyed, of whom 880 (57%) were 9th graders and 672 (43%) were 11th graders. This brief provides a summary of data from the 2005-2006 academic year and tracks changes across time, from 2003 to 2005 in terms of student demographics, students' educational aspirations, students' school-related activities and habits, students' sense of self-efficacy, attitudes, and beliefs about education in general, and students' beliefs about college and the college-going process. (Contains 13 figures and 1 footnote.)
Helping High School Students Succeed in College Classes
Author: Barnett, Elisabeth
Date: 2006-01-00
Type: Reports - Research
Subjects: High Schools,Dual Enrollment,High School Students,Higher Education,Acceleration (Education),College Preparation,At Risk Students,Student Attitudes,Student Characteristics,Extracurricular Activities,Academic Achievement,Skills

High school students in dual credit (college-level) courses around the country are often those who are the most academically advanced. However, those enrolled in Middle College-Early College (MC-EC) High Schools are taking and passing college courses in great numbers, in spite of membership in groups that may be considered educationally "at risk." This research project gathered information on characteristics, attitudes, skills, and activities of MC-EC students who succeed in dual credit or college classes. High schools can use this information to align their practices with those associated with student success in challenging, college-level coursework.
Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment. Executive Summary
Author: Annenberg Institute for School Reform at Brown University
Date: 2011-00-00
Type: Reports - Research
Subjects: Urban Schools,High Schools,Graduation,Enrollment,High School Students,Grade 9,School Effectiveness,Disadvantaged Youth,Best Practices,College Preparation,Followup Studies

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were &quot;beating the odds&quot; in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. [For related reports, see &quot;Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment&quot; (ED522199) and &quot;Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools&quot; (ED522170).]
Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment
Author: Ascher, Carol
Date: 2007-12-00
Type: Reports - Research
Subjects: Urban Schools,High Schools,Graduation,Enrollment,High School Students,Grade 9,School Effectiveness,Disadvantaged Youth,Best Practices,College Preparation,Followup Studies

Across the nation, urban school districts struggle to raise often abysmally low high school graduation rates. New York City, with a four-year graduation rate of 57 percent, is no exception. Yet, some high schools in New York, as elsewhere, succeed beyond expectations in bringing students with low academic skills and high needs to graduation in four years, followed by enrollment in college. This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were &quot;beating the odds&quot; in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. Appended are: (1) BTO School Data; and (2) Rubric: Achieving College-Preparation Success for Low-Performing Students. (Contains 4 figures and 5 footnotes.) [For related reports, see &quot;Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment. Executive Summary&quot; (ED522198) and &quot;Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools&quot; (ED522170).]
The Design and Development of a Context-Rich, Photo-Based Online Testing to Assess Students' Science Learning
Author: Lin, Min-Jin
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Testing,Multiple Choice Tests,Evaluation Methods,Student Evaluation,Test Construction,Computer Assisted Testing,Science Achievement,Psychometrics,Light,Misconceptions,Replication (Evaluation),Scientific Concepts,Science Course Improvement Projects,Foreign Countries

This study designed and developed a CP-MCT (content-rich, photo-based multiple choice online test) to assess whether college students can apply the basic light concept to interpret daily light phenomena. One hundred college students volunteered to take the CP-MCT, and the results were statistically analyzed by applying t-test or ANOVA (Analysis of Variance). Using the results obtained in this study as working examples, we continue to discuss the instructional applications and the educational implications of the CP-MCT. The CP-MCT was shown to overcome some shortcomings of the traditional MCT, while maintaining its advantages in terms of cost and time efficiency as well as the ease to administer. Moreover, with the usage of a free Website (retrieved from http://www.my3q.com), it relieved the burden of school teachers worrying about the techniques of implementing an online testing. The idea of CP-MCT can be applied in the pre-service and in-service teacher education to train the teachers in the design and development of the CP-MCT to assess their students' science learning. Appended to this document is &quot;A Context-Rich, Photo-Based Multiple Choice Test.&quot; (Contains 2 tables.)
The Impact of Interactive Storybook on Elementary School Students' Recall
Author: Seyit, Ertem Ihsan
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Books,Animation,Interactive Video,Recall (Psychology),Grade 4,Multiple Choice Tests

This study investigated the effectiveness of animated interactive storybook on elementary school students' recall. This experiment utilized 77 fourth grade students in three groups. Each student was randomly assigned with one of the three conditions: (1) computer presentation of interactive storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print storybooks. Students' recall was measured by using multiple-choice test. The researcher used quantitative methods to analyze participants' responses in the experiment. The results of statistical analysis indicated that there were significant differences in the students' recall scores. The students who read the computer presentation of storybooks with animation showed significantly higher recall scores than those who read the computer presentation of storybooks without animation and the traditional print version of storybooks. In other words, animation used in an interactive storybook may help students recall better than no animation use. (Contains 2 tables.)
The Interactions between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia. CREATE Pathways to Access. Research Monograph No. 67
Author: Bermingham, Desmond
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Policy,Educational Planning,Access to Education,Elementary Education,Developing Nations,Case Studies,Comparative Analysis,Program Effectiveness,International Programs,Resistance (Psychology),Power Structure,Educational Finance,Financial Support

The Education for All Fast Track Initiative (FTI) was launched by the World Bank in 2002 as a global initiative to help low income countries accelerate progress towards the MDG target of universal primary education by 2015. Over the past decade, the FTI has expanded to become one of the most important initiatives to emerge out of the Dakar World Education Forum. The FTI provides around two hundred million US dollars per year to over forty developing countries and receives support from most of the major bilateral donors and multilateral agencies working in the education sector. As well as providing additional finance, the FTI was also designed to promote the principles of aid effectiveness to increase the impact of all financial support to the education sector. This monograph provides evidence on the operations of the FTI by drawing on the findings of a comparative country case study of the FTI in Rwanda and Ethiopia. The case study was conducted in 2009 and 2010 as part of a doctoral research project for the Institute of Education at the University of London. The research collected the views of leading national stakeholders and local representatives of donor organisations that were involved in the application to join the FTI partnership and the early implementation of the education sector programmes. The case studies found that the FTI had made important contributions to the education sector but that the global initiative had also caused serious disruption to the national planning processes particularly in the early stages. The case studies are intended to make a contribution the research gap identified by Professor Angela Little in an earlier CREATE monograph on the impact of global education initiatives on national policy processes. Interview data is appended. (Contains 9 footnotes.)
Using Mobile Device for Learning: From Students' Perspective
Author: Suki, Norazah Mohd
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Pilot Projects,Foreign Countries,Industrial Arts,Handheld Devices,Student Attitudes,Questionnaires,Technology Uses in Education,Participant Satisfaction,Influence of Technology,Computer Attitudes,Intermode Differences,Teaching Methods,Instructional Effectiveness

This study aims to examine students' acceptance of mobile technology usage for learning. A questionnaire designed with five open-ended questions was distributed to 20 students from the Faculty of Industrial Art and Design Technology of Unisel (Universiti Industri Selangor), Malaysia. Results construes that students were not keen on m-learning (mobile learning), as they did not rely greatly on the mobile phone in assessing their learning materials such as lectures and lab sessions. They were more familiar with studio-based and face-to-face learning approach instead of m-learning and were not receptive to this new idea of learning using mobile technology, even though they always used the mobile device features. The limitations in the mobile device feature, costs and its usability become the prominent factors that hinder the students from fully accomplishing their m-learning exercises. They were willing to explore the idea of using mobile technology for learning, especially in a studio-based setting. They did not see any improvement of knowledge from the perspective of the learning process know-how to the show-how on mobile technology usage for learning. They could not relate to any learning connection between mobile technology and studio-based learning, even though in the first part of the case study, the results have shown positive attitude and acceptance on the study made on a sample lesson of form, space and gestalt theory in the graphic design subject. Students also obtained analogous experiences on small size keypads, screen resolutions, and navigation which could be the major problematic factors to them and thus, affected their m-learning process as it was unfriendly to use and the device was prone to damage. They have yet to accept that the concept of mobility in learning is applicable to the learning process, apart from utilising a mobile device for casual usage. However, this limitation does not restrict the students from exploring this new learning environment in the future, since they were willing to increase their learning exposure using mobile device. (Contains 2 figures.)