ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Does Education Reduce Crime? CEP Discussion Paper No. 1566
Author: Bell, Brian
Date: 2018-08-00
Type: Reports - Research
Subjects: Crime,Crime Prevention,Foreign Countries,Educational Change,Dropout Prevention,Age Differences,Educational Improvement,Laws,Program Effectiveness,Gender Differences

Prior research shows reduced criminality to be a beneficial consequence of education policies that raise the school leaving age. This paper studies how crime reductions occurred in a sequence of state-level dropout age reforms enacted between 1980 and 2010 in the United States. These reforms changed the shape of crime-age profiles, reflecting both a temporary incapacitation effect and a more sustained, longer run crime reducing effect. In contrast to the previous research looking at earlier US education reforms, crime reduction does not arise solely as a result of education improvements, and so the observed longer run effect is interpreted as dynamic incapacitation. Additional evidence based on longitudinal data combined with an education reform from a different setting in Australia corroborates the finding of dynamic incapacitation underpinning education policy-induced crime reduction.
Teacher Effectiveness and Classroom Composition. CEP Discussion Paper No. 1574
Author: Aucejo, Esteban M.
Date: 2018-09-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teaching Methods,Student Centered Learning,Classroom Environment,Interaction,Classroom Techniques,Prior Learning,Correlation,Urban Schools,Tests,Scores,Student Characteristics,Racial Differences,Special Education,Mathematics Achievement,Peer Influence

This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: (1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and (2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings.
Fiscal and Education Spillovers from Charter School Expansion. CEP Discussion Paper No. 1577
Author: Ridley, Matthew
Date: 2018-09-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Expenditure per Student,Educational Finance,Academic Achievement,Resource Allocation,Teacher Student Ratio,Elementary Secondary Education

The fiscal and educational consequences of charter expansion for non-charter students are central issues in the debate over charter schools. Do charter schools drain resources and high-achieving peers from non-charter schools? This paper answers these questions using an empirical strategy that exploits a 2011 reform that lifted caps on charter schools for underperforming districts in Massachusetts. We use complementary synthetic control instrumental variables (IV-SC) and differences-in-differences instrumental variables (IV-DiD) estimators. The results suggest greater charter attendance increases per-pupil expenditures in traditional public schools and induces them to shift expenditure from support services to instruction and salaries. At the same time, charter expansion has a small positive effect on non-charter students' achievement.
Fall Enrollment: Iowa Community Colleges, 2018
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Two Year College Students,Declining Enrollment,Minority Group Students,Vocational Education,Dual Enrollment,High School Students,Student Characteristics,Online Courses,College Credits,Academic Education,Enrollment Projections

The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment as reported for the 2018 fall semester/quarter. Some highlights of this report include: (1) Fall 2018 enrollment decreased less than one percent to 89,894 students; (2) Part-time enrollment remained larger than full-time enrollment and reached an all-time high of 63.3 percent of total fall enrollment; (3) Minorities comprised 22.6 percent of fall enrollment; (4) Total credit hours registered decreased 1.3 percent to 772,764 credit hours; (5) Average course load for full-time students is 13.9 which is slightly higher than last fall, and average course load for part-time students remained unchanged; (6) Students with no program of study comprised 37.6 percent of total fall enrollment, followed by college parallel programs (32.9 percent) and Career Technology Education (CTE) programs (27.6 percent); (7) Number of high school students participating in joint enrollment grew 2.9 percent to 35,943 students; and (8) The majority of high school students (98.1 percent) participated in joint enrollment through contracted courses between high schools and community colleges.
A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities
Author: Calabrese Barton, Angela
Date: 2018-08-00
Type: Journal Articles
Subjects: STEM Education,Longitudinal Studies,Ethnography,Entrepreneurship,Community Programs,Prediction,Disadvantaged,Community Involvement,Middle School Students,Power Structure,Educational Opportunities,Technology Uses in Education

The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time, in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making, while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes. [This article was published in &quot;American Educational Research Journal&quot; (EJ1185388).]
Essentialism in Philosophy, Psychology, Education, Social and Scientific Scopes
Author: Sahin, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Theories,Role of Education,Core Curriculum,Taxonomy,Epistemology,Teacher Role,Educational Attitudes,Beliefs,Definitions,Educational History,Racial Bias,Form Classes (Languages),Ideology

Essentialism is an approach assuming that people and things have natural and essential common characteristics which are inherent, innate and unchanging. Thus, it is regarded as an educational philosophy. However, having the common essence and the same essentials at the same levels can lead to undesired practices in real life too. Even nouns and pronouns used in daily communication reflect some connotations of a philosophy as a system of beliefs about reality based on how we perceive ourselves and others in terms of our existence. How we address ourselves and others also represents our point of view related to the relationship and interaction between us and others. Essentialism as a philosophy has impact on our differentiation or unification ways while addressing. In this sense, the pronoun we represents a kind of unification while the pronoun you refers to a kind of discrimination or differentiation, which can be referred as a kind of taxonomy used in communication. This paper seeks to present how essentialism is used as the basis of our daily communication and its role in our discriminating and unifying efforts in social, cultural and scientific domains. Essentialism in education asserts that common and essential ideas and skills belonging to a certain culture should be taught to all citizens at the same level at especially primary school level. To do this, the teacher's authority in the classroom is emphasised and the subject matter is the centre of the curriculum. The essence or the centre of education is the core curriculum which is a combination of hard work and rigorous effort. The unification role of essentialism is represented in the core curriculum that aims to transfer the essential knowledge and skills needed for the equal and well-balanced citizens. The discrimination function of essentialism comes out in politics, natural sciences in the form of taxonomy.
Implementing a Framework for Early Algebra
Author: Blanton, Maria
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Curriculum Implementation,Algebra,Elementary School Mathematics,Mathematical Logic,Thinking Skills,Mathematical Concepts,Elementary School Students,Elementary School Teachers,Mathematics Teachers

In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking. [This paper was published in: C. Kieran (Ed.) &quot;Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice&quot; (p27-49). Hamburg, Germany: Springer International.]
Postsecondary Education-Focused Transition Planning Experiences of English Learners with Disabilities
Author: Trainor, Audrey A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Transitional Programs,Educational Planning,English Language Learners,Bilingual Students,Students with Disabilities,Individualized Education Programs,Expectation,Educational Attainment,High School Graduates,Special Education,Longitudinal Studies,Student Experience

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students' experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services. [This is the online version of an article published in &quot;Career Development and Transition for Exceptional Individuals&quot; (EJ1202788).]
Theory of Mind: A Hidden Factor in Reading Comprehension?
Author: Dore, Rebecca A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory of Mind,Reading Comprehension,Perspective Taking,Cognitive Processes,Children,Narration,Inferences,Prediction

Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one's own. Without understanding theory of mind and being able to take others' perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that children's understanding of others' minds may be a potential missing piece in current accounts of reading comprehension. Indeed, the typical progression of children's theory of mind abilities across childhood is closely aligned with the development of narrative processing skills. Furthermore, emerging evidence shows that both narrative processing and theory of mind are predictive of children's reading comprehension, both concurrently and longitudinally. We present a possible explanation for why such a link exists and propose a causal framework of this relation in which increased ToM leads to increased understanding of and inferencing about characters' mental states. Understanding characters' mental states then leads to better reading comprehension. The framework makes novel, testable predictions and provides directions for future research. [This article was published in &quot;Educational Psychology Review&quot; (EJ1186656).]
&quot;I Believe in Cusk&quot;: The Effect of Explicit Belief Statements on Children&apos;s Reality Status Judgments and Beliefs about Consensus
Author: Dore, Rebecca A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Beliefs,Value Judgment,Young Children,Age Differences,Cues,Parents,Childrens Attitudes,Child Development

Children learn about the world through others' testimony, and much of this knowledge likely comes from parents. Furthermore, parents may sometimes want children to share their beliefs about topics on which there is no universal consensus. In discussing such topics, parents may use explicit belief statements (e.g., &quot;Evolution is real&quot;) or implicit belief statements (e.g., &quot;Evolution happened over millions of years&quot;). But little research has investigated how such statements affect children's beliefs. In the current study, 4- to 7-year-olds (N = 102) were shown videos of their parent providing either &quot;Explicit&quot; (&quot;Cusk is real&quot;) or &quot;Implicit&quot; (&quot;I know about cusk&quot;) belief testimony about novel entities. Then, children heard another speaker provide either &quot;Denial&quot; (&quot;Cusk isn't real&quot;) or &quot;Neutral&quot; (&quot;I've heard of cusk&quot;) testimony. Children made reality status judgments and consensus judgments (i.e., whether people agree about the entity's existence). Results showed that explicit and implicit belief statements differentially influenced children's beliefs about societal consensus when followed by a denial: explicit belief statements prevented children from drawing the conclusion that there is societal consensus that the entity does not exist. This effect was not related to age, indicating that children as young as 4 use these cues to inform consensus judgments. On the reality status task, there was an interaction with age, showing that only 4-year-olds were more likely to believe in an entity after hearing explicit belief statements. These findings suggest that explicit belief statements may serve as important sources of both children's beliefs about novel entities and societal consensus. [This paper was published in &quot;Journal of Cognition and Development&quot; (EJ1203967).]
A Place for Patterning in Cognitive Development
Author: Gadzichowski, K. M.
Date: 2018-08-09
Type: Reports - Research
Subjects: Sequential Approach,Serial Ordering,Teaching Methods,Cognitive Processes,Intervention,Grade 1,Elementary School Students,Memory,Cognitive Development

&quot;Patterning&quot; is a cognitive intervention that is unknown to psychologists, but has nevertheless been taught for half a century in nearly all kindergartens and many preschools in English-speaking countries. Patterning is the understanding that a certain rule governs the sequence of items in a series. At the simplest level, if the series has been red, tan, red, tan, red, tan, the next item should be red. More advanced patterns--&quot;growing&quot; geometric patterns and complex patterns of letters, numbers, and objects--have also been studied. Patterning is thought by educators to be a key cognitive ability that promotes academic achievement. However, its relative position in the hierarchy of cognitive developments is unknown. The present study showed that it is closely related to both transitivity and seriation, and that size transitivity problems best expressed the common factor that predicted patterning scores. [This article was published in &quot;Psychology&quot; v9 p2073-2082 2018.]
Children&apos;s Reasoning about Decimals and Its Relation to Fraction Learning and Mathematics Achievement
Author: Resnick, Ilyse
Date: 2018-09-13
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Abstract Reasoning,Arithmetic,Fractions,Number Concepts,Mathematics Achievement,Mathematics Skills,Comprehension,Accuracy,Grade 6

Reasoning about numerical magnitudes is a key aspect of mathematics learning. Most research examining the relation of magnitude understanding to general mathematics achievement has focused on whole number and fraction magnitudes. The present longitudinal study (N=435) used a 3-step latent class analysis to examine reasoning about magnitudes on a decimal comparison task in 4th grade, before systematic decimals instruction. Three classes of response patterns were identified, indicating empirically distinct levels of decimal magnitude understanding. Class 1 students consistently gave correct responses, suggesting that they understood decimal properties even before systematic decimal instruction. Class 2 students were accurate when a 0 immediately followed the decimal, but were inaccurate when a zero was added to the end of the decimal string, suggesting a partial understanding of place value; their performance was also negatively influenced by a whole number bias. Class 3 students showed misunderstanding of both place value and a whole number bias. Class membership accurately predicted 6th grade mathematics achievement, after controlling for whole number and fraction magnitude understanding as well as demographic and cognitive factors. Taken together, the findings suggest students may benefit from instruction that emphasizes decimal properties earlier in school. [This is the advance online version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663).]
Writing Flexibility in Argumentative Essays: A Multidimensional Analysis
Author: Allen, Laura K.
Date: 2018-12-06
Type: Reports - Research
Subjects: Writing (Composition),Persuasive Discourse,Essays,Language Usage,Reading Comprehension,Language Skills,Feedback (Response),Automation,Summative Evaluation,Formative Evaluation,Spelling,Grammar,Writing Skills,Intelligent Tutoring Systems,Natural Language Processing,High School Students,Educational Technology,Technology Uses in Education,Syntax

The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing may more accurately capture their proficiency. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six argumentative essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the supposition that skilled writers demonstrate linguistic flexibility across the argumentative essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students' essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in argumentative writing skill and develops a strong foundation on which to conduct future research and educational interventions. [This is the online first version of an article published in &quot;Reading and Writing: An Interdisciplinary Journal.&quot;]
The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
Author: Reinke, Wendy M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Classroom Techniques,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Intervention,Urban Schools,Elementary Schools,Kindergarten,Grade 1,Grade 2,Grade 3,Interpersonal Competence,Program Effectiveness,Outcomes of Education,Prosocial Behavior,Positive Behavior Supports,Hierarchical Linear Modeling,Prevention,Student Behavior,Behavior Problems,Emotional Disturbances,Emotional Problems

This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects student behavior and academic outcomes. In addition, multi-level moderation analyses were conducted to examine whether the treatment effects on child outcomes differed by demographic variables and pretest measures of social emotional and disruptive behavior and academics. Findings indicate that IY TCM improved student emotional regulation (d=-0.14), prosocial behavior (d=0.13), and social competence (d=0.13). In addition, students initially lower on measures of social and academic competence demonstrated significant improvements in comparison to similar peers in control classrooms. Practical significance of the findings and implications for schools and policy makers are discussed.