ethanporcaro/eric-fulltext-meta huggingface dataset:
Year 1 State Report: Texas
Author: Flores, Nelson L.
Date: 2017-02-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,Educational Change,Disabilities,English Language Learners,Language Arts,Mathematics Education,Educational Policy,Alignment (Education),State Policy,Educational Assessment,Faculty Development,Outreach Programs,Communication Strategies,Student Evaluation,Power Structure,Teacher Competencies,Elementary Secondary Education

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Texas is approaching CCR standards implementation during a time of transition. The state has recently implemented revisions to the math standards and is currently revising the English language arts (ELA) standards. The revised ELA standards are expected to be ready for full implementation in the 2018-2019 school year. For the purposes of this report and in keeping with C-SAIL's focus, the authors concentrate on implementation of Texas's ELA and math standards. Drawing on interviews with seven key state officials across various offices of the Texas Education Agency, this report synthesizes and analyzes those responses using the &quot;policy attributes theory&quot; (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988), a theoretical framework positing five attributes related to successful policy implementation (specificity, authority, consistency, power, and stability). The report focuses on five focal areas--standards and curriculum, assessment, professional development (PD), English language learners (ELLs), and students with disabilities (SWDs). The authors report on each focal area through the lens of the policy attributes to help readers see how state officials identified areas of strengths and challenges related to standards implementation in Texas. [This report was written with T. Philip Nichols, Katie Pak, Emily Plummer, Amy Stornaiuolo, and Laura Desimone.]
Writing Better Essay Exams. IDEA Paper #76
Author: Boye, Allison P.
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Prompting,Responses,Writing Assignments,Thinking Skills,Performance Based Assessment,Communication Skills,Learning Strategies,Grading,Test Construction,Essay Tests

Essay exams offer many benefits for instructors who seek to vary their assessment methods and engage students in critical discourse, yet they also pose many challenges and require thoughtful construction and evaluation. The author provides an extensive overview of the literature to illuminate best practices for designing and assessing effective essay prompts, includes examples, and offers suggestions for preparing students for success.
No One Likes a Bully: How Systematic Is International Bullying and What Relationship Does It Have with Mathematics Achievement in 4th Grade? IEA Compass: Briefs in Education. No. 1
Author: Rutkowski, David
Date: 2018-04-00
Type: Reports - Research
Subjects: Bullying,Violence,Foreign Countries,Prevention,School Safety,Educational Environment,School Policy,Intervention,Mathematics Achievement,Grade 4,Cultural Differences

Over the past two decades, there has been rapid growth in understanding of bullying in schools and its many negative effects. The reported incidence of bullying and other school violence has increased over time, and UNESCO recently estimated that 246 million children and adolescents experience violence in and around school every year (UNESCO 2017). Academic research has consistently confirmed that bullying is a global phenomenon affecting students at all levels of social status and academic abilities. The International Association for the Evaluation of Educational Achievement's (IEA) flagship Trends in Mathematics and Science Study (TIMSS) is a valuable resource to inform better understanding of bullying trends in general, as well as revealing the relationship between bullying and academic achievement, both within and between countries. The TIMSS study is unique in that over the past 20 years it has administered a bullying scale to 4th and 8th grade students from around the world. The responses that students provided to the TIMSS 2015 student questionnaire provide a unique perspective on bullying around the world. The TIMSS 2015 results clearly show that bullying is not isolated to one country. Rather, bullying is an international phenomenon that spans cultures and economies. TIMSS 2015 provides evidence of a strong international association between bullying and mathematics achievement at the fourth grade. Bullying prevention policies should be considered to ensure a safe learning environment where all students can meet their potential. Scholars and policymakers should work together on this crucial topic to reduce bullying and improve achievement. This simple analysis of the international grade 4 TIMSS results shows that bullying begins at an early age, and achievement gaps between frequently and infrequently bullied students also emerge in the early years of education. Bullying policies also need to begin in the early years. TIMSS provides an important resource for policymakers to monitor both existing and new anti-bullying interventions, and it is a rich resource to learn from others and monitor what works.
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2017. Monitoring the Future Occasional Paper Series. Paper 91
Author: Johnston, Lloyd D.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Young Adults,Drug Abuse,High School Graduates,Gender Differences,Geographic Regions,Urban Areas,Marijuana,Inhalants,Narcotics,Lysergic Acid Diethylamide,Cocaine,Stimulants,Alcohol Abuse,Drinking,Smoking

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size.
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2018. Monitoring the Future Occasional Paper Series. Paper 92
Author: Johnston, Lloyd D.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 8,Grade 10,Grade 12,Drug Abuse,Alcohol Abuse,Smoking,Gender Differences,College Attendance,Geographic Regions,Population Distribution,Educational Attainment,Parent Background,Socioeconomic Status,Racial Differences,Racial Identification,Ethnicity,Marijuana,Narcotics,Lysergic Acid Diethylamide,Cocaine,Stimulants

This occasional paper presents national demographic subgroup data for the 1975-2018 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The trends are presented in tabular and graphic forms and cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 385 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.
Do Both Boys and Girls Feel Safe at School - and Does It Matter? Academic Achievement and Feelings of Safety: A Closer Look at Gender and Grade Level Differences. IEA Compass: Briefs in Education Number 5
Author: Prusinski, Ellen
Date: 2019-02-00
Type: Reports - Research
Subjects: Educational Environment,School Safety,Student Attitudes,Gender Differences,Foreign Countries,Elementary Secondary Education,Mathematics Achievement,Science Achievement,Grade 4,Grade 8

In TIMSS 2015, while two-thirds of students in grade 4 reported feeling very safe at school, by grade 8, less than half of the students surveyed reported feeling a high level of safety. Overall, girls were more likely to report feeling safe than boys. For both genders, feeling safe at school seemed to be positively related to academic achievement in many countries. This relationship was stronger for grade 8 than grade 4 students and also stronger for girls than boys.
A SOAR-Fired Method for Teaching Synthesis Writing. IDEA Paper #74
Author: Luo, Linlin
Date: 2019-01-00
Type: Reports - Research
Subjects: Teaching Methods,Synthesis,Writing Instruction,Essays,Information Sources,Writing Processes,Creativity,Selection Criteria,Organization,Metacognition,Learning Strategies,Associative Learning,Computer Software,Artificial Intelligence

Students often fail to write effective synthesis essays that compare multiple sources across common intersecting categories. Instead, they compose flawed essays that focus primarily on one source and then add a few ideas from other sources (patchwriting); report ideas from all sources in a disjointed fashion (tag-all writing); or draw from one source after another without comparison (separate-representation writing). Effective synthesis writing depends on three strategies: selecting important information from each source, arranging the selected information in a graphic organizer for easy comparison, and connecting information from the various sources in a comparative way. The authors report on an established teaching and learning system called SOAR (Select, Organize, Associate, and Regulate) and its newly investigated impact on synthesis writing in the two studies that they conducted. In the first study, students provided with SOAR supplements (a graphic organizer, association prompts, and a regulation checklist) composed essays that contained more information, better synthesis organization, and more intertextual relationships than did essays from students who were not using SOAR supplements. In the second study, SOAR-trained students composed better organized synthesis essays than students who used their own preferred strategies. Across studies, students found SOAR helpful for synthesis writing and reported that they would be likely to use SOAR for future writing assignments. The authors conclude with an example of how to teach students to use SOAR when they write.
Developing a Modern Teacher Workforce: Federal Policy Recommendations for Professional Learning and Supporting Future-Focused, Competency-Based Education Systems. Issue Brief
Author: Casey, K.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Faculty Development,Educational Policy,Elementary Secondary Education,Diversity (Faculty),Public Policy,Federal Government,Assessment Literacy,Teacher Competencies,Educational Innovation,Educational Improvement,Educational Change,Federal Aid,Competency Based Education,21st Century Skills

Transforming K-12 education systems to meet the new economic, civic, and cultural demands of global society requires a modern teacher workforce. Specifically, it requires a teacher workforce with the knowledge, skills, and systems of support to be successful in student-centered, competency-based, and diverse learning environments. This brief: (1) articulates a future vision for the teaching profession; (2) frames the role federal policymakers can play in advancing toward this vision; and (3) describes three federal policy priorities that can help transform teaching: diversifying pathways into the teaching profession; catalyzing innovation to redesign teacher preparation; and developing meaningful systems of assessments and evaluation. [This issue brief draws from &quot;Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education&quot; (ED594174).]
Moving toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education. CompetencyWorks Report
Author: Casey, Katherine
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Barriers,Alignment (Education),Teaching Methods,Teaching (Occupation),Culturally Relevant Education,Faculty Development,Teacher Collaboration,Educational Policy,Elementary Secondary Education,Public Schools,Higher Education,Teacher Competencies,Educational Innovation,Educational Improvement,Instructional Leadership,Teacher Role,School Districts,Mastery Learning,Academic Achievement,Equal Education,Student Centered Learning

This paper focuses on engaging and enabling educators to play new roles and take new leadership in the paradigm shift between traditional and competency-based education: a system of learning designed to ensure that all learners are prepared with the knowledge, skills and dispositions to be successful lifelong learners. The paper re-envisions professional practice, learning and development for competency-based education. It describes a teaching profession that is equity-oriented, learning-centered and lifelong, and details strategies that can help realize this paradigm shift. Throughout, the author builds on exemplars of success across the nation and explores how communities can work together to coordinate and sustain complex systems change. She begins with a reflection on adaptive change, exploring the questions, &quot;what is the purpose of competency-based education?&quot; and &quot;what traditional beliefs and values does competency-based education challenge? What core assumptions about the teaching profession must we confront and shift if we want to transform it?&quot; After engaging with these questions, specific technical changes needed to actually shift professional culture and practice at scale are explored. The author then seeks to answer the questions, &quot;what systems, structures and policies do we need to put in place to support a paradigm shift in teaching practice?&quot; and, &quot;how can educators, young people and communities lead this work?&quot; [This paper was written in collaboration with a Technical Advisory Group (TAG) of national competency-based education experts.]
Cultural &amp; Linguistic Responsiveness and Meaningful Family Engagement: Why It Matters in Early Education
Author: Fehrer, Kendra
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Family Involvement,Early Childhood Education,English (Second Language),Bilingualism,Bilingual Students,Achievement Gap,Culturally Relevant Education,Language Usage,Cultural Influences,Preschool Teachers,Teacher Competencies

Over the last two decades, a rising number of families with preschool age children speak a language other than English at home (Espinosa, 2010). Known as Dual Language Learners, or DLLs, they are likely to enter kindergarten already academically behind. This gap persists throughout high school, resulting in vastly different academic and life outcomes between DLLs and their peers (Beltran, 2016; Espinosa, 2013; Gandara et al., 2003). The early years present a pivotal time to interrupt this achievement gap. The research described below shines light on the potential of culturally and linguistically responsive practices and meaningful family engagement as powerful levers to enhance quality early learning experiences for DLLs. [This three-part series shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Early Childhood Language Development Institute (ECLDI), a program of the San Mateo County Office of Education. For the other two briefs in this series, see ED594176 and ED594178.]
Supporting Culturally &amp; Linguistically Responsive Classrooms: A Study of the Early Childhood Language Development Institute
Author: Fehrer, Kendra
Date: 2018-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Program Effectiveness,Preschool Teachers,Culturally Relevant Education,Family Involvement,Educational Practices,Second Language Learning,English (Second Language),Bilingual Students,Family School Relationship,Teacher Attitudes,Knowledge Level,Barriers

This brief shares findings from a formative evaluation of Early Childhood Language Development Institute (ECLDI) programs at two early learning sites. At each, ECLDI provided training and support to program leadership, teaching teams, and families. The brief provides a summary of the report and discusses lessons for the field. [This three-part series shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Early Childhood Language Development Institute (ECLDI), a program of the San Mateo County Office of Education. For the other two briefs in this series, see ED594175 and ED594178.]
What Me Worry? Most Americans Not Concerned about the Impacts of Technology on Jobs. Work Trends
Author: Van Horn, Carl
Date: 2018-10-00
Type: Reports - Research
Subjects: Public Opinion,Work Attitudes,Employment Patterns,Influence of Technology,Employment Problems,Trend Analysis,Technological Advancement,Automation,Job Skills,Labor Force,Labor Turnover,Dislocated Workers

Advanced software, smartphones, the Internet, and cognitive computing have already disrupted the retail, media, transportation, education, and health care industries. Widely different predictions have been offered about the scope of future workforce disruptions. Recent assessments about the impact of artificial intelligence on worker dislocation range from the prediction by the Organisation for Economic Co-operation and Development that 9% of jobs will disappear in the next two decades, to a World Economic Forum report that technology could create over 50 million net jobs by 2022. On the other end of spectrum is the shocking analysis of Oxford University scholars, who concluded that nearly half of current jobs will vanish. The John J. Heldrich Center for Workforce Development's recent survey of a nationally representative sample of 827 Americans finds that less than a majority of the public (43%) perceive that technology is a major threat to American workers. Far more respondents found corporate decision-makers' plans to move jobs to other countries (64%) and the government in Washington (50%) as greater threats to the economic future of working Americans. The majority of Americans in the labor force today say they have not been personally affected by technology in the workplace. This report explores why most Americans are not very concerned about the impact of technology and also why Americans with limited formal education are fearful that they will be left behind by rapid technological-driven changes.
Transforming Early Childhood Education for Dual Language Learners: A Theory of Change
Author: Ansari, Soodie
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Educational Change,Early Childhood Education,Bilingual Students,Preschool Children,Bilingual Education,Language Maintenance,Culturally Relevant Education,Preschool Teachers,Educational Strategies,Organizations (Groups),Educational Planning,Educational Policy,Professional Education,Family School Relationship

Over the last two decades, a rising number of families with preschool age children speak a language other than English at home. Known as Dual Language Learners, or DLLs, they are likely to enter kindergarten already academically behind. This gap persists throughout high school, resulting in vastly different academic and life outcomes between DLLs and their peers. The early years present a pivotal time to interrupt this achievement gap. This gap widens as children grow, yielding vastly different life and learning outcomes for DLL students. In response to this challenge, San Mateo County's Early Childhood Language Development Institute (ECLDI) aims to ensure that early learning professionals are skilled in and committed to: (1) preserving and encouraging children's home languages and cultures; (2) developing teaching and learning supports for dual language learning; (3) creating early learning experiences, practices, and policies that are culturally and linguistically relevant; and (4) cultivating meaningful connections with families of DLLs. This effort is made in order to promote quality early learning experiences that lay the foundation for DLLs' academic and life success. This brief describes the resources, strategies, outcomes, necessary conditions, and long-term effects of the theory (theory of change) that informs ECLDI's work with DLLs. [The Theory of Change was co-developed by Soodi Ansari of ECLDI with Kendra Fehrer and Nikki Tognozzi of the Gardner Center. This three-part series shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Early Childhood Language Development Institute (ECLDI), a program of the San Mateo County Office of Education. For the other two briefs in this series, see ED594175 and ED594176.]