ethanporcaro/eric-fulltext-meta huggingface dataset:
Clear Direction. The Montessori Observer. Volume 32, Number 2
Author: International Montessori Society
Date: 2011-05-00
Type: Collected Works - Serial
Subjects: Montessori Method,Montessori Schools,State Regulation,Censorship,Behavior Change,Sharing Behavior,Foreign Countries

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Clear Direction,&quot; by Lee Havis. Other articles included in this issue are: (1) Montessori in Vietnam; (2) Regulating Montessori in America; (3) Montessori Workshops; and (4) Moment of Peril: Grabbing and Sharing (Lee Havis).
Profile of Degree/Certificate-Seeking Entering Undergraduate Students, by Control and Level of Institution. Web Tables. NCES 2011-252
Author: Ginder, Scott
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Enrollment,Part Time Students,Full Time Students,College Transfer Students,Institutional Characteristics,Age,Sex,Race,Ethnicity,Student Characteristics

The Student Right to Know Act requires institutions that participate in any student financial assistance program under Title IV of the Higher Education Act of 1965 (as amended) to disclose graduation rates. To assist institutions in meeting this requirement, the National Center for Education Statistics (NCES) collects these rates as part of the Integrated Postsecondary Education Data System (IPEDS) in the Graduation Rates component (GRS). The cohort for this rate comprises all full-time, first-time, degree- or certificate-seeking students. Students' inclusion in the GRS cohort is based on their attendance status and degree/certificate-seeking status at the time they first enter the institution. Subsequent changes in attendance status and degree/certificate-seeking status does not change students' inclusion or exclusion from the GRS cohort. Many students are not captured in the GRS cohort. For example, the cohort excludes students who started their first semester part time or who transferred from another postsecondary education institution. Additionally, because most GRS cohorts are based on fall enrollment, full-time students who enroll for the first time in the winter/spring semester are excluded. These Web Tables compare enrollment information for entering students included in the GRS cohort (full-time, first-time degree- or certificate-seeking students) to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population. Specifically, these Web Tables provide information on: (1) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by select institutional characteristics (tables 1,d 3); (2) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by gender (table 4); and (3) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by race/ethnicity (table 5). A glossary is included. (Contains 15 tables and 1 endnote.)
Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference (25th, Tarrytown, New York, March 25-26, 2011)
Author: Howell-Carter, Marya, Ed.
Date: 2011-06-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Psychology,Undergraduate Study,Majors (Students),Program Evaluation,Critical Thinking,College Freshmen,Student Attitudes,Courses,Student Research,Distance Education,Goal Orientation,Sex,Games,Crisis Intervention,Classroom Environment,Social Psychology,History Instruction,Learning Activities,Educational Resources,Cultural Pluralism,Technology Uses in Education,Student Characteristics,Audio Equipment,Statistics,College Instruction,Introductory Courses,Course Evaluation,Self Evaluation (Groups),Curriculum,Integrated Curriculum,Teaching Methods,Educational Objectives,Information Literacy

Conference proceedings of the 25th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2011 was: The Future of the Undergraduate Psychology Major: New Directions in an Evolving Educational Climate. The Conference featured a keynote address by William Buskist, PhD: Distinguished Professor in the Teaching of Psychology, Auburn University and Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. The talk was entitled: The Future of Psychology Education. In this, our silver anniversary year, we enjoyed an NSF-sponsored program on the APA Guidelines for the Undergraduate Psychology Major entitled Choosing, Implementing, and Assessing APA's New Guidelines for Undergraduate Psychology Majors, presented by Drew Appleby, PhD, IUPUI; R. Eric Landrum, PhD, Boise State University; and William Buskist, PhD, Auburn University. Celebration of the 25th anniversary continued with both an invited address by one of the co-founders of the conference, Professor Emeritus Stanley Feist, PhD and the Second Annual Undergraduate Student Research Poster Session.  Conference participants also had 31 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Twenty-seven of those presentations are included in these conference proceedings. Addenda include PowerPoint presentations of keynote address and APA workshop. (Individual papers contain references.) [For the 2010 proceedings, see ED512755.]
Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation
Author: Millenky, Megan
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Residential Programs,Youth Programs,Armed Forces,Dropouts,High School Equivalency Programs,Educational Attainment,Employment,Income,Surveys,Interviews,Program Evaluation,Program Effectiveness,Independent Living,Social Life,Self Concept

High school dropouts face an uphill battle in a labor market that increasingly rewards skills and postsecondary credentials: they are more likely than their peers to need public assistance, be arrested or incarcerated, and less likely to marry. This report presents results from a rigorous evaluation of the National Guard Youth ChalleNGe Program, an intensive residential program that aims to "reclaim the lives of at-risk youth" who have dropped out. More than 100,000 young people have completed the program since it was launched in the early 1990s. MDRC is conducting the evaluation in collaboration with the MacArthur Foundation Research Network on Transitions to Adulthood. Key findings from the survey include: (1) Members of the program group were much more likely than those in the control group to have obtained a General Educational Development (GED) certificate or a high school diploma and to have earned college credits; (2) Members of the program group were more likely to be employed at the time of the survey, and they earned about 20 percent more than their control group counterparts in the year before the survey; and (3) There were few statistically significant differences between groups on measures of crime, delinquency, health, or lifestyle outcomes. These results are impressive; few programs for dropouts have produced sustained positive impacts. Appended are: (1) Analyses of Survey Response Bias; (2) Life Skills and Civic Engagement Outcomes; and (3) Unweighted Outcomes.  And yet, both the survey and a series of in-depth telephone interviews with ChalleNGe graduates suggest that many young people struggled  to maintain momentum after leaving the residential program and returning home, where they had relatively few supports and also faced unusually challenging labor market conditions. ChalleNGe may want to experiment with ways to bolster its postresidential services to provide more support during this difficult transition. (Contains 3 figures, 25 tables, 3 boxes and 56 footnotes.) [For "Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation. Executive Summary," see ED521116.]
WWC Quick Review of &quot;Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping&quot;
Author: What Works Clearinghouse (ED)
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Study Skills,Concept Mapping,Undergraduate Students,Learning,Educational Research

The study examined whether using the retrieval-practice studying technique--in which students alternate between reading a passage and writing memorable information from that passage--improved student learning of a science passage more than the study-once, repeated-study, or concept-mapping techniques. The study found that students using the retrieval-practice technique scored significantly higher than students using the study-once, repeated-study, and concept-mapping techniques. The average percent of correct test questions for each group was 67% for retrieval practice, 27% for study once, 49% for repeated study, and 45% for concept mapping. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. [The following study is the focus of this &quot;Quick Review&quot;: Karpicke, J. D., &amp; Blunt, J. R. (2011). &quot;Retrieval practice produces more learning than elaborative studying with concept mapping.&quot; &quot;Science,&quot; 331, 772-775.]
The High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. NCES 2011-327
Author: Ingels, Steven J.
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Grade 9,High School Students,Student Characteristics,Mathematics Achievement,Algebra,STEM Education,Enrollment,Academic Aspiration,Occupational Aspiration,Self Esteem,Mathematics Education,Science Education,Parent Background,Educational Attainment,Socioeconomic Status,Public Schools,Private Schools

This First Look presents findings from the base-year survey of the newly launched High School Longitudinal Study of 2009 (HSLS:09), the first round of a study that will follow a ninth-grade cohort through high school and into their postsecondary years. HSLS:09 is the fifth in a series of National Center for Education Statistics (NCES) high school longitudinal studies that began in 1972 and have been continued with each new decade. The purpose of this report is to introduce new data, marking the release of the HSLS:09 base-year dataset, through the presentation of select descriptive tables. The findings presented here represent only a small sample of the relationships between data elements in a study that gathered extensive information from school administrators, counselors, teachers, and parents, in addition to students who were both surveyed and given a mathematics assessment focused on algebraic reasoning.  This report provides a first look at selected findings from the base year of the High School Longitudinal Study of 2009 (HSLS:09). The HSLS:09 project focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce. The core research questions for the study explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering, and mathematics (STEM) fields of study and careers; and the educational and social experiences that are related to these shifts in plans or paths. Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 20 tables and 4 footnotes.)
Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation. Executive Summary
Author: Millenky, Megan
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Residential Programs,Youth Programs,Armed Forces,Dropouts,High School Equivalency Programs,Educational Attainment,Employment,Income,Surveys,Interviews,Program Evaluation,Program Effectiveness

High school dropouts face an uphill battle in a labor market that increasingly rewards skills and postsecondary credentials: they are more likely than their peers to need public assistance, be arrested or incarcerated, and less likely to marry. This executive summary summarizes results from a rigorous evaluation of the National Guard Youth ChalleNGe Program, an intensive residential program that aims to "reclaim the lives of at-risk youth" who have dropped out. More than 100,000 young people have completed the program since it was launched in the early 1990s. MDRC is conducting the evaluation in collaboration with the MacArthur Foundation Research Network on Transitions to Adulthood. Key findings from the survey include: (1) Members of the program group were much more likely than those in the control group to have obtained a General Educational Development (GED) certificate or a high school diploma and to have earned college credits; (2) Members of the program group were more likely to be employed at the time of the survey, and they earned about 20 percent more than their control group counterparts in the year before the survey; and (3) There were few statistically significant differences between groups on measures of crime, delinquency, health, or lifestyle outcomes. These results are impressive; few programs for dropouts have produced sustained positive impacts.  And yet, both the survey and a series of in-depth telephone interviews with ChalleNGe graduates suggest that many young people struggled  to maintain momentum after leaving the residential program and returning home, where they had relatively few supports and also faced unusually challenging labor market conditions. ChalleNGe may want to experiment with ways to bolster its postresidential services to provide more support during this difficult transition. (Contains 1 table and 9 footnotes.) [For the full report, "Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation," see ED521110.]
Initial College Attendance of Low-Income Young Adults. Portraits
Author: Institute for Higher Education Policy
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Poverty,College Students,Young Adults,College Attendance,Enrollment Trends,Postsecondary Education,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Gender Differences,Disproportionate Representation

More than 2.3 million low-income young adults began postsecondary education in 2008. Where these students initially enroll is of greater consequence than it is to their economically better-off peers because the likelihood of completing college for students from low-income backgrounds depends strongly on where they start their studies. This brief examines the types of postsecondary institutions where low-income young adults begin. Focusing on the starting point in low-income students' postsecondary experiences will lead to later investigations of other key factors that influence their persistence and completion prospects, as well as labor market outcomes. (Contains 3 figures, 3 tables and 2 footnotes.)
Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report
Author: Isenberg, Eric
Date: 2010-08-20
Type: Reports - Evaluative
Subjects: Public Schools,Teacher Effectiveness,Academic Achievement,Scores,School Effectiveness,Teacher Evaluation,Evaluation Methods,Measurement Objectives,Measurement Techniques,Statistical Analysis,Evaluation Criteria,Achievement Gains,Achievement Rating,Models,Background,Barriers,Personnel Policy

The District of Columbia Public Schools (DCPS) has incorporated measures of school and teacher effectiveness, based on student test score growth, into a new teacher assessment system known as IMPACT. Implemented for the first time during the 2009-2010 school year, IMPACT is an assessment system with significant consequences. Prior to the start of the school year, DCPS categorized all staff into one of 20 groups. Everyone received an IMPACT score based on a point-based formula that was tailored to the job responsibilities of their group and availability of data. Individual value-added scores constituted half of the IMPACT score of &quot;Group 1&quot; teachers, who were regular education teachers in grades and subjects with sufficient student test score data. Most of the remaining points for these teachers depended on a series of structured classroom observations. In addition, for almost all groups (including Group 1), school value-added scores counted for five percent of the IMPACT score. Based on their IMPACT score, teachers were placed into one of four performance categories. Teachers in the lowest category were subject to separation; those in the highest category were eligible for additional compensation. DCPS and New Leaders sought an objective, fair, and transparent value-added model to assess school and teacher effectiveness. Mathematica developed such a model in accord with these principles. It was reviewed by two independent value-added experts, Eric Hanushek of the Hoover Institution at Stanford University and Tim Sass of Florida State University. In this report, the authors describe the main features of the method in nontechnical terms. Chapter II presents the data used, and Chapter III focuses on the technical details of the statistical methods. (Contains 2 tables and 15 footnotes.) [For related report, &quot;Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report,&quot; see ED521120.]
Eliminating the Achievement Gap: A White Paper on How Charter Schools Can Help District Leaders
Author: Lake, Robin
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Portfolios (Background Materials),Charter Schools,Parent Participation,Superintendents,Position Papers,Partnerships in Education,School Restructuring,Effective Schools Research,Change Strategies,Educational Change,Educational Improvement,Improvement Programs,Educational Practices,School Administration

A staggering achievement gap exists between minority and white students in America. The gap is unjust, and it is constraining the country economically, socially, and politically. Intense political pressures, labor contracts, and other forces prevent urban superintendents from closing those gaps. However, partnerships with high-performing charter schools and charter networks can help superintendents overcome those dynamics. Increasingly, superintendents are acting as portfolio managers, partnering with charter schools whose only mission is to serve high-needs students, overseeing those partners' progress, closing down schools that do not work, and creating more that do work. Instead of seeing charter schools as competitors, district leaders who act as portfolio managers can leverage high-performing charter schools and networks to transform struggling district schools and close the achievement gap. Superintendents who are successful in creating the political will for this more radical transformation will create lasting, positive change in their districts. Why is it hard for existing districts to close the achievement gap? What are district leaders finding when they look outside the traditional system for gap-closing solutions? How are new schools able to do what traditional schools have not? This white paper examines these questions by drawing from the experiences of high-performing charter school networks that are reaching the type of scale to support district transformation efforts, such as Aspire Public Schools, Yes Prep, and Mastery Charter Schools, or that are designed to operate in multiple regions, such as Rocketship Education, Uncommon Schools, and KIPP. The authors discuss how these successful charters focus on school culture and parent involvement, use an extended school day, employ ongoing diagnostics and interventions, and provide intensive professional development. They outline ten steps a district needs to take in order to initiate a portfolio management strategy. Finally they conclude that school leaders who are serious about addressing performance problems can't afford to pass by proven solutions for students simply because they are called charter schools. (Contains 7 footnotes.)
Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report
Author: Isenberg, Eric
Date: 2011-05-13
Type: Reports - Evaluative
Subjects: Public Schools,Teacher Effectiveness,School Effectiveness,Models,Achievement Gains,Evaluation Criteria,Evaluation Methods,Student Evaluation,Teacher Evaluation,Measurement Objectives,Measurement Techniques,Program Descriptions,Research Reports,Regression (Statistics),Error of Measurement,Background,Comparative Analysis,Comparative Testing,Scores

This report presents the value-added models that will be used to measure school and teacher effectiveness in the District of Columbia Public Schools (DCPS) in the 2010-2011 school year. It updates the earlier technical report, &quot;Measuring Value Added for IMPACT and TEAM in DC Public Schools.&quot; The earlier report described the methods used to estimate teacher effectiveness in DCPS during the 2009-2010 school year, the first year of the IMPACT assessment system in DCPS. Working together with officials at DCPS as well as with external peer reviewers Eric Hanushek of the Hoover Institution at Stanford University and Tim Sass of Florida State University, the authors modified two aspects of the value-added model in order to meet the needs of DCPS: (1) They changed the method of accounting for team teaching in the teacher model to increase the number of students accounted for in some teachers' value-added measures. The new method is also more computationally robust. Value-added estimates produced by both methods do not differ substantially; and (2) At the request of DCPS, the value-added models no longer account for a student's gender when estimating teachers' and schools' effectiveness. Based on an analysis of data from previous years, the authors expect the change to have a negligible effect on value-added estimates for schools and teachers. Apart from these modifications, the school and teacher value-added models that they estimated during the 2009-2010 school year are identical to those they plan to estimate for the 2010-2011 school year. The authors provide a detailed description of the two changes made to the value-added models for the 2010-2011 school year and then present a nontechnical overview of the resulting models used to estimate teacher and school effectiveness, showing how key features of the models help produce results designed to be as accurate and fair as possible. In the remaining chapters of this report, they update the earlier mechanical details of value-added models they will estimate with data from the 2010-2011 school year, incorporating the two changes that they have made to the method. In Chapter II, they present a description of the data, and, in Chapter III, they focus on the statistical methods. (Contains 16 footnotes.) [For related report, &quot;Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report,&quot; see ED521118.]