ethanporcaro/eric-fulltext-meta huggingface dataset:
Black Parents and K-12 Education: A National Polling Report [March 2023]
Author: EdChoice
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Blacks,African Americans,Parent Attitudes,Opinions,Core Curriculum,Elementary Education,Home Schooling,Socialization,Social Life,Charter Schools,Open Enrollment,School Choice,Money Management,Educational Vouchers,Student Financial Aid,Higher Education,Paying for College,Pandemics,COVID-19,Academic Achievement,School Size,Bullying

This poll was conducted between January 23-February 7, 2023 among a sample of 1,311 Black parents. The interviews were conducted online and the data were weighted to approximate a target sample of Black school parents based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.82 percentage points. Among the key findings are: (1) Black parents are most likely to say core academic subjects are extremely important for grades K-8; (2) When it comes to homeschooling, the biggest concern for Black parents is their child not having as many opportunities to socialize. One-fifth of Black parents have no concerns when it comes to homeschooling; and (3) Charter schools and open enrollment are seen as the most accessible school choice policies according to Black parents. Only half view education savings accounts (ESAs) and school vouchers as accessible. This report highlights: (1) Views on K-12 Education; (2) Views on Schooling; (3) Pandemic Impacts; (4) School Choice Policies; and (5) Survey Profile and Demographics.
Selecting the Proper Tau-U Measure for Single-Case Experimental Designs: Development and Application of a Decision Flowchart
Author: Fingerhut, Joelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Research Design,Research Tools,Decision Making,Flow Charts,Meta Analysis,Measurement,Effect Size

A variety of measures have been developed to quantify intervention effects for single-case experimental design studies. Within the family of non-overlap indices, the Tau-U measure is one of the most popular indices. There are several Tau-U variants, each one calculated differently. The appropriateness of each Tau-U variant depends upon the data characteristics present within the study (e.g. number of measurement occasions, the within-case variability, and baseline trend). However, inconsistent terminology is used to refer to the Tau-U variants, and researchers can overlook the attributes of the different Tau-U variants. As a result, the Tau-U variants can be applied inappropriately, and this can result in invalid conclusions of intervention effectiveness. This paper proposes a Tau-U flowchart that can assist the decision-making process when using Tau-U with single-case experimental designs that incorporate baseline-intervention (AB) comparisons (e.g. multiple-baseline designs, withdrawal/reversal designs, etc.). The flowchart can help researchers select the appropriate Tau-U variant to use based on their data and research questions. The flowchart is applied to two single-case experimental studies to demonstrate its use.
Teacher Participation in an Improvement Network: A Working Paper on Developmental Trajectories
Author: Sherer, Jennifer Zoltners
Date: 2022-03-00
Type: Reports - Research
Subjects: Educational Improvement,Networks,Mathematics Teachers,Teacher Characteristics,Teacher Participation,Theory Practice Relationship,Research and Development,High School Students,Learner Engagement,Algebra,Cooperative Learning,Mathematics Instruction,Organizational Theories,High School Teachers

This analysis uses the case of the Better Math Teaching Network (BMTN) to explore whether individuals participating in a networked improvement community (NIC) experienced common developmental trajectories on known dimensions of engagement. The analysis included quantitative data from annual network member surveys and qualitative data from annual member interviews. Evidence suggests potential developmental trajectories on three key dimensions of network participation: (1) learning how to engage in a network; (2) learning to use the tools of improvement science; and (3) learning to take up the theory of improvement. Additional findings show preliminary variations based on participant characteristics such as teaching tenure, whether they participated in the network with a colleague they knew prior to joining the network or with a school-based colleague, the context of their school, and how student centered they were at the outset of their participation.
Characteristics of Moderators in Meta-Analyses of Single-Case Experimental Design Studies
Author: Moeyaert, Mariola
Date: 2021-00-00
Type: Reports - Research
Subjects: Meta Analysis,Case Studies,Research Design,Hierarchical Linear Modeling,Participant Characteristics,Research Methodology,Interrater Reliability

Hierarchical linear modeling (HLM) has been recommended as a meta-analytic technique for the quantitative synthesis of single-case experimental design (SCED) studies. The HLM approach is flexible and can model a variety of different SCED data complexities, such as intervention heterogeneity. A major advantage of using HLM is that participant and-or study characteristics can be incorporated in the model in an attempt to explain intervention heterogeneity. The inclusion of moderators in the context of meta-analysis of SCED studies did not yet receive attention and is in need of methodological research. Prior to extending methodological work validating the hierarchical linear model including moderators at the different levels, an overview of characteristics of moderators typically encountered in the field is needed. This will inform design conditions to be embedded in future methodological studies and ensure that these conditions are realistic and representative for the field of SCED meta-analyses. This study presents the results of systematic review of SCED meta-analyses, with the particular focus on moderator characteristic. The initial search yielded a total of 910 articles and book chapters. After excluding duplicate studies and non peer-reviewed studies, 658 unique peer-reviewed studies were maintained and screened by two independent researchers. Sixty articles met the inclusion criteria and were eligible for data retrieval. The results of the analysis of moderator characteristics retrieved from these 60 meta-analyses are presented. The first part of the results section contains an overview of moderator characteristics per moderator level (within-participant level, participant level, and study level), including the types of moderators, the ratio of the number of moderators relative to the number of units at that level, the measurement scale, and the degree of missing data. The second part of the results section focuses on the metric used to quantify moderator effectiveness and the analysis approach. Based on the results of the systematic review, recommendations are given for conditions to be included in future methodological work. [This is the online version of an article published in &quot;Behavior Modification.&quot;]
Practices and Challenges in Teaching and Assessing Malayalam L1 Reading Comprehension: Educator Perspectives from Kerala
Author: K., Abdul Gafoor
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Native Language,Educational Policy,Literacy Education,Native Language Instruction,Elementary School Students,Elementary School Teachers,Teacher Educators,Preservice Teachers,Teacher Attitudes,Dravidian Languages,Foreign Countries,Specialists,Teaching Methods,Faculty Development,Resource Centers,Inservice Teacher Education,Evaluation Methods,Barriers,Learning Processes,Reading Instruction,Reading Tests

Reading and comprehending the mother tongue is one of the most important basic academic skills required for the meaningful and significant learning of every subject, especially in earlier stages of education. Though National Policy Frameworks strongly advocate an integrated approach to the teaching of different skills of language, the school does need to pay special attention to reading and writing in many cases, particularly in the case of home languages. However, only a few agencies conducted studies on mother tongue learning at the primary level in Kerala. Elementary level teachers and teacher educators both at pre and in-service levels on an everyday basis have to plan, implement and assess reading comprehension. Hence they are aware of the challenges and possibilities in this respect. The status of reading comprehension in Malayalam was collected from teachers using a detailed online questionnaire. Focus group discussions with experts including DIET faculties, Trainers from Block Resource Centers and Resource persons of in-service teacher training programmes were conducted. Commendable teaching-learning and assessment practices related to reading at the elementary level, the related challenges and limitations were identified in ways that would help practitioners in improving the teaching and assessment of L1 reading comprehension in Malayalam.
The Public, Parents, and K-12 Education: A National Polling Report [October 2021]
Author: EdChoice
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Attitudes,Elementary Secondary Education,School Closing,Pandemics,COVID-19,Educational Quality,Disease Control,School Safety,Immunization Programs,Health Behavior,School Choice,Educational Policy,Student Financial Aid,Money Management

This poll was conducted between October 12-October 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents' comfort with their children returning to school increased once again in October after a sharp decline in August. Overall comfort for a return to school is slowly nearing the level it was at in the Summer of 2021; (2) The percentages of adults who feel the coronavirus has been 'very disruptive' to their personal routine, household routine, and community have either reached or descended below their lowest points since the start of the pandemic; (3) Positive sentiment about the direction of K-12 education on a local level increased by five points in October among both the general population and school parents. There is a nearly 20-point gap between parents' positive views locally compared with how they see K-12 education going for the country; (4) Parents are more likely to be positive and to give A/B grades to school boards than other policymakers for their handling of K-12 education. The latter mostly receive middling or negative ratings from parents and especially the public; (5) The pandemic continues to affect students and families when it comes to schooling. One out of four school parents say they have had to quarantine at least one child in the past month. That quarantine rate is higher among private school parents (41%); (6) Americans continue to have mixed views on mandates for masking and vaccinations. Although, there was once again a slight decrease in support for mandatory masking in October; and (7) Overall support of school choice policies increased this month, especially when additional information was provided. Among school parents, strong support for education savings accounts (ESAs) increased by seven points in October. This report highlights: (1) COVID-19 and schooling; (2) School choice policies; (3) Views on K-12 education; and (4) Survey profile and demographics.
Communities of Practice: Improving Equity and Opportunity through Postsecondary Data
Author: Colorado, Jessica
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Equal Education,Educational Opportunities,Data Use,Postsecondary Education,State Officials

State postsecondary education data systems are vital assets for policymakers, researchers, and the public. The State Higher Education Executive Officers Association's (SHEEO) Communities of Practice project builds upon SHEEO's efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common system issues. The seventh Community of Practice convening, &quot;Improving Equity and Opportunity through Postsecondary Data,&quot; was held September 28-29, 2022, in Denver, Colorado. The two-day meeting included more than 80 representatives from 17 states: Arkansas, Colorado, Connecticut, Delaware, Hawai'i, Iowa, Kansas, Louisiana, Minnesota, Missouri, North Carolina, Oregon, Pennsylvania, Rhode Island, Texas, Washington, and the District of Columbia. Teams included representatives from SHEEO agency academic affairs, workforce, diversity, equity, and inclusion (DEI), and research and data offices and their partners at state agencies and two- and four-year postsecondary institutions. Given the recent impacts on higher education from the COVID-19 pandemic, social justice unrest, and economic pressures facing the country, a focus on equity and opportunity was timely for this Community of Practice. SHEEO agency staff communicated a need to inform state attainment and economic goals through improved collection and use of postsecondary student unit record data. Within and across state teams, Community of Practice attendees were able to learn more about the nuances and impacts of equity-and opportunity-focused data collection, disaggregation, and visualization; to better understand how to effectively communicate and illustrate the need for and the contributions of equitable student success in their states; and to reflect on their capacity, partnerships, and resources available to effectively engage in this work. In this paper, SHEEO shares the presentations, resources, and team activities from the convening. This information can be used by SHEEO agencies to reflect on their current practices, plan and develop effective data policies, and better use data to improve postsecondary equity and opportunity outcomes in their states.
Leveraging Student Perspectives: Considerations for Connecting Assessment Systems and Multiple Ways of Knowing
Author: Biernacki, Paulina
Date: 2022-03-10
Type: Reports - Research
Subjects: Student Attitudes,Evaluation Methods,Epistemology,Summative Evaluation,Formative Evaluation,Measurement,Educational Research,Student Characteristics

The challenges and possibilities for improvement may vary across the three levels of an assessment system--classroom assessment, school or district assessment, and state-level accountability assessment. In this brief, the discussion of the challenges and possibilities focuses on these three levels and on two forms of assessment--formative and summative. Formative assessment, also called assessment for learning, is intended to inform teachers' instructional decisions by producing information about students' progress towards a given set of instructional goals; it allows teachers to glean information about student learning in order to adjust their instruction and/or to provide feedback. Formative assessment activities range from ongoing informal teacher-student conversations to formal teacher-created activities and instruments used at the classroom level, close to students' individual contexts. Summative assessment, also called assessment of learning, is intended to produce information about learning and academic achievement and is used for grading, evaluation, placement, certification, and accountability, among other purposes. While teachers use summative assessment to grade student learning, it is more clearly associated with large-scale, standardized mandatory tests. Measures produced by summative assessment are typically distal from students' classroom experiences, as they tend to sample broad swaths of standards.
SHEF: State Higher Education Finance, FY 2021. Report: Student Residency in Higher Education Finance
Author: Laderman, Sophia
Date: 2023-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,College Students,Place of Residence,Out of State Students,Residence Requirements,Foreign Students,Tuition,Income,Enrollment,Fees,State Aid,Federal Aid

Over the last several decades, postsecondary institutions have increasingly enrolled out-of-state and international nonresident students. The increase in out-of-state enrollment has important implications for state higher education funding and policy. Public institutions, particularly research institutions, increased nonresident student enrollment in part to increase their tuition revenue as state funding declined and became less stable. Nonresident student enrollment can increase tuition revenue for public institutions in two ways. First, institutions are more likely to have control over setting and raising nonresident tuition rates. Second, out-of-state and international nonresident students pay much higher tuition rates than state residents. In the 2020-2021 academic year, public four-year institutions charged out-of-state students over 2.5 times the rate of in-state tuition, on average. Despite the growing importance of nonresident tuition revenue in many public institutions' budgets, there is little information about exactly how much of an institution's tuition revenue comes from nonresident tuition and fees. To fill this gap and provide useful data for states and institutions, SHEEO began collecting data on residency annually as part of the fiscal year (FY) 2020 State Higher Education Finance (SHEF) project. This report provides the first look at a new set of state-level data on tuition revenue and student enrollment by residency for FY 2020 and 2021. All data presented in this report are for four-year public institutions. [A complete dataset is available online at shef.sheeo.org/data-downloads.]
Study Review Protocol. Version 5.0
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Educational Research,Evaluation Methods,Eligibility,Selection Criteria,Intervention,Outcome Measures,Preschool Education,Elementary Secondary Education,Postsecondary Education,Academic Achievement,College Readiness,Outcomes of Education,Education Work Relationship,Social Development,Emotional Development,Behavior Development,Mental Health,Educational Opportunities,Administrators,School Administration,Teachers

The What Works Clearinghouse (WWC) Study Review Protocol accompanies the &quot;WWC Procedures and Standards Handbook, Version 5.0,&quot; and guides reviews of studies by the WWC. The WWC uses this protocol to review all studies, including those cited as evidence for U.S. Department of Education grant competitions, studies that were funded by the Department, and studies identified for systematic reviews of evidence based on a search of the research literature in a particular topic area. As articulated in the &quot;Handbook,&quot; when the Study Review Protocol is used to review studies for systematic reviews, an accompanying topic area synthesis protocol will provide criteria for the literature search; guidance on how to identify and prioritize relevant studies for review and inclusion in evidence synthesis products; and guidance on intervention, sample, and outcome eligibility criteria for the synthesis. [For &quot;What Works Clearinghouse: Procedures and Standards Handbook, Version 5.0. WWC 2022008,&quot; see ED621928.]
Functional Exercises: Practicing the Plan with Multiple Community Partners. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Higher Education,Emergency Programs,Drills (Practice),School Safety,School Community Relationship,School Community Programs,Planning,Program Development,Program Implementation

A key component of comprehensive school and higher ed emergency operations plans (EOPs) is an exercise program that includes the five types of exercises: (1) orientations, (2) tabletop exercises, (3) drills, (4) functional exercises, and (5) full-scale exercises. The exercise program can be developed during Step 5 of the six-step planning process outlined in the &quot;Guide for Developing High-Quality School Emergency Operations Plans&quot; ( ED571878), &quot;The Role of Districts in Developing High-Quality School Emergency Operations Plans&quot; (ED627267), and the &quot;Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education&quot; (ED571877). It can be documented in the Basic Plan section of the EOP and executed during Step 6, when the whole school/campus community practices the plan. Exercises not only provide education agencies' personnel with the opportunity to identify strengths and weaknesses in their EOPs, but also enhance partnerships with first responders, other local agencies, and the general public. This fact sheet provides schools, school districts, and institutions of higher education (IHEs) with lessons learned and strategies for planning and conducting functional exercises to practice EOPs with community partners.
The Role of Districts in Developing High-Quality School Emergency Operations Plans: A Companion to the &quot;School Guide&quot;
Author: Office of Elementary and Secondary Education (OESE) (ED)
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: School Districts,Emergency Programs,Public Agencies,Guides,Program Development,Planning,Management Systems,Prevention,Crisis Management,Administrator Role,School Community Relationship,Check Lists,School Safety,School Role,Advisory Committees,Kindergarten,Elementary Secondary Education

Several federal agencies jointly produced the &quot;Guide for Developing High-Quality School Emergency Operations Plans&quot; (&quot;School Guide&quot;) (ED571878) in 2013. The &quot;School Guide&quot; recommends schools undertake emergency management planning within the context of district, local, regional, state, tribal, and federal agency emergency planning. The &quot;School Guide&quot; sets forth planning principles and sequential steps that schools can take to develop emergency operations plans (EOPs), which are critical to preventing emergencies from happening, reducing the impact (should a disaster occur), responding effectively, and facilitating rapid recovery efforts while continuing to protect the whole school community. This guide complements the earlier &quot;School Guide&quot; by recommending specific roles and responsibilities for district-level administrators and staffs. Districts' recommended responsibilities include the following: (1) Coordinating with schools and community partners to make EOPs a collaborative effort and help ensure integration with district, local, regional, state, tribal, and federal agency EOPs; (2) Providing planning parameters for use by schools throughout the entire district, e.g., minimum set of annexes, minimum set of prioritized hazards and threats; and (3) Supporting schools at each step as they develop EOPs that address all types of emergencies and are tailored to fit each school's individual needs. This guide recommends that districts apply the same planning principles; follow the same six-step process and complete the tasks associated with each step, that underlie the planning process described in the &quot;School Guide.&quot; The &quot;District Guide,&quot; however, provides more district-focused information. This guide also contains a checklist of activities and responsibilities for districts that allows them to stay on course and track their progress.