ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Texas' English Language Arts and Reading Standards College Ready? Issues &amp; Answers. REL 2010-091
Author: Rolfhus, Eric
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: English,Language Arts,Reading,Academic Standards,State Standards,High Schools,School Readiness,College Preparation,Higher Education,Alignment (Education),Difficulty Level,Cognitive Processes

This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets. The study has two key limitations. First, the definition of partial alignment was very broad, covering cases of just one element of an ACT or ADP statement that was addressed by a TEKS ELAR statement or statements as well as cases when all but one of multiple elements of an ACT or ADP statement were addressed. Second, the determination of content alignment and the evaluation of standards included just two dimensions for evaluating alignment (content and cognitive complexity). Other dimensions, such as breadth and specificity, might provide additional content detail that state standards writing teams or assessment writing teams could find useful. Appendices include: (1) Methodology; (2) Reviewer qualifications and roles and interrater reliability findings; (3) Examples of fully and partially aligned statements; (4) Content alignment findings by strand; (5) Nonaligned standards statements; (6) Other standards-to-standards alignment study findings; (7) Webb's cognitive complexity level descriptions and example statements; (8) Cognitive complexity by strand; and (9) Cognitive complexity comparison for fully and partially aligned statements. (Contains 2 boxes, 22 figures, 19 tables, and 20 notes.)
Invest Early: Early Childhood Initiative. Year One Evaluation
Author: Wilder Research
Date: 2007-02-00
Type: Reports - Evaluative
Subjects: School Readiness,Low Income Groups,Comparative Analysis,Income,Parent Attitudes,Early Childhood Education,Kindergarten,Child Development,Program Effectiveness,Screening Tests,Child Health,Well Being,Access to Education,At Risk Students,Young Children,Parents,Outcomes of Education,Skill Development

Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal and cost-benefit evaluation, documenting and assessing implementation of Invest Early and outcomes for the service system, families, and children. In the short term, Invest Early aims to improve children's school readiness by improving the system of early childhood screening, care, and education; by strengthening and empowering families, and by promoting healthy child development. At kindergarten entry, Invest Early children fare better than a low-income comparison group but are not as proficient as their higher-income classmates. Parents were asked to rate their experience and satisfaction with the Invest Early program and staff. Overall, parents responded positively. [This summary presents highlights of the "Invest Early, Early Childhood Initiative: Year one implementation and outcomes evaluation."]
Cooperative Integrated Reading and Composition[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Writing Instruction,Reading Instruction,Reading Comprehension,Direct Instruction,Integrated Activities,Cooperative Learning,Literacy,Reading Achievement,Group Activities,Story Reading,Educational Research,Instructional Effectiveness,Elementary School Students

&quot;Cooperative Integrated Reading and Composition&quot;[R] is a reading and writing program for students in grades 2 through 6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Daily lessons provide students with an opportunity to practice comprehension and reading skills in pairs and small groups. Pairs of students read to each other; predict how stories will end; summarize stories; write responses to questions posed by the teacher; and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing activities linked to the story. A Spanish version of the program is available for grades 2 through 5. The What Works Clearinghouse (WWC) reviewed 52 studies of &quot;Cooperative Integrated Reading and Composition&quot;[R] for adolescent learners. Two studies meet WWC evidence standards with reservations; the remaining 50 studies do not meet either WWC evidence standards or eligibility screens. Based on these studies, the WWC found potentially positive effects on comprehension and general literacy achievement for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) Summary of one-year implementation findings; (5) &quot;Cooperative Integrated Reading and Composition&quot;[R] ratings; and (6) Extent of evidence by domain. (Contains 10 footnotes.)
Ron Brown Scholar Program. Evaluation Summary
Author: Broton, Katie
Date: 2009-06-00
Type: Reports - Research
Subjects: African American Students,Scholarships,Program Effectiveness,Educational Attainment,Employment,Leadership,Public Service,Social Support Groups,Mentors

The Ron Brown Scholar Program aims to be a major force in producing this nation's next generation of leaders by providing academic scholarships, service opportunities, and leadership experiences to exemplary young African Americans. The program is highly selective, with several hundred applicants per scholarship awarded. Students are selected based on their academic achievement, leadership ability, communication skills, school and community involvement, and financial need. They come from a variety of family, community, and socio-economic backgrounds. While many have overcome difficult experiences and challenging circumstances including poverty, homelessness, and severe family problems, successful applicants excel academically, and show the intellect and drive to achieve great things. Wilder Research conducted an independent evaluation of the program to measure the activities and accomplishments of the scholars, the influence and impact of the program on the scholars' success, and the effectiveness of program elements, and also to identify ideas for improvement. The primary method used in the evaluation was a web-based survey of current and alumni Ron Brown Scholars. The evaluation also drew on information about the scholars from program records. Overall, the program appears to be very successful. Scholars indicated that it provides them with the support, guidance, and opportunities to achieve ambitious goals. They also offered ideas for improvement or development. Program leaders may want to consider these ideas as the program continues to grow and adapt to meet scholars' changing needs.
The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten. [Summary]
Author: Chase, Richard
Date: 2008-12-00
Type: Reports - Research
Subjects: Costs,Economic Impact,School Readiness,Kindergarten,Elementary Secondary Education,Outcomes of Education,Cost Effectiveness,Early Childhood Education,Special Education,Grade Repetition,Educational Finance,Faculty Mobility,Teacher Attendance,Compensation (Remuneration),School Safety,English (Second Language)

This summary presents highlights of &quot;The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten&quot; [ED511612]. A number of studies document the long-term public and societal benefits of early childhood education, including the reduced costs associated with child welfare, public assistance, crime and incarceration, and the benefits related to increased education and earnings. Several studies specifically measure the cost-benefits of early childhood interventions on special education spending. The study summarized here, commissioned by the Bush Foundation, focuses on the financial costs within the Minnesota K-12 system as a whole due to children entering kindergarten unprepared for school success. The study scope does not include costs or benefits for the child, family, or society. It charts what the benefits and cost savings would be for the K-12 system as a whole as a 3-year-old cohort moves through their K-12 education. This study found the estimated cost burden to the Minnesota K-12 system due to children entering kindergarten unprepared for school success is about $113 million annually.
The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten
Author: Chase, Richard
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Costs,Economic Impact,School Readiness,Kindergarten,Elementary Secondary Education,Outcomes of Education,Cost Effectiveness,Early Childhood Education,Special Education,Grade Repetition,Enrollment Rate,Educational Finance,Faculty Mobility,Teacher Attendance,Compensation (Remuneration),School Safety,English (Second Language),Program Costs

Most of the studies of the return on investment in early childhood education have focused on the big payoffs in reduced public and societal costs associated with child welfare, public assistance, crime and incarceration, and benefits related to increased education and earnings. Several studies focus specifically on costs and benefits within the K-12 system, primarily measuring the effects of early childhood interventions on special education spending. This cost-benefit study focuses on the financial costs within the Minnesota K-12 system as a whole due to children entering kindergarten unprepared for school success. The study scope does not include costs or benefits for the child, family, or society. This study found the estimated cost burden to the Minnesota K-12 system due to children entering kindergarten unprepared for school success is about $113 million annually. An appendix containing tables and figures is included. (Contains 14 figures.) [This paper was prepared for the Bush Foundation. For the summary, see ED511611.]
Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09
Author: Gozali-Lee, Edith
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Academic Achievement,Achievement Gains,Mathematics Achievement,Science Achievement,Language Skills,Mathematics Skills,Science Process Skills,Student Evaluation

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement (grades 1 and 2) and the Iowa Tests of Basic Skills (ITBS) (grades 3 and above). Key findings in overall reading, language, and math (Broad Reading and Broad Math for Woodcock-Johnson; Total Reading, Total Language, and Total Math for ITBS) are presented. Student assessments in 2008-09 were conducted in December 2008. Assessments in 2007-08 were conducted in December 2007 and January 2008.
Longitudinal Surveys of Australian Youth (LSAY) 2006 Cohort: User Guide. Technical Report 55
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Guides - General
Subjects: Longitudinal Studies,Youth,Foreign Countries,Guides,Questionnaires,Data,Surveys,Error of Measurement,Social Indicators,Sampling,Classification,Employment,Educational Attainment,Student Characteristics,Parent Background,Predictor Variables,Work Experience,Educational Experience,Cohort Analysis,Access to Information,Academic Achievement,Postsecondary Education

The Longitudinal Surveys of Australian Youth (LSAY) is a research program that tracks young people as they move from school into further study, work and other destinations. This &quot;User guide&quot; has been developed for users of the LSAY data. The guide endeavours to consolidate existing technical documentation and other relevant information into a single document, thereby improving data accessibility and promoting wider use of the LSAY data. To promote effective use of the data, the guide aims to address all aspects of LSAY data, including information about: how to access the data, data restrictions, variable naming conventions, the structure of the data (using topic areas, topic maps and data elements), classifications and code frames used, weights and derived variables. Changes to the dataset is appended. (Contains 24 tables, 8 figures and 7 footnotes.)
Project Early Kindergarten-Early Reading First: Evaluation Report on the Third Year of a Saint Paul Public Schools Initiative
Author: Gozali-Lee, Edith
Date: 2009-10-00
Type: Reports - Research
Subjects: Kindergarten,Child Development Centers,Child Development,Educational Assessment,Limited English Speaking,English (Second Language),Partnerships in Education,Preschool Education,Alignment (Education),Student Evaluation,School Readiness,Public Schools,Program Effectiveness,Program Evaluation,Beginning Reading,Early Reading,Low Income Groups,Special Education

Project Early Kindergarten-Early Reading First (PEK-ERF) is a partnership between Saint Paul Public Schools, Wilder Child Development Center, and Bethel University King Family Foundation Child Development Center. The program provides pre-kindergarten education to 3- and 4-year-olds in Saint Paul, and targets those who are low-income, English Language learners, or need Special Education services. Wilder Research conducts an independent evaluation of PEK-ERF, working in conjunction with Saint Paul Public Schools' Department of Research, Evaluation and Assessment. The program achieved a number of successes during its third year. PEK-ERF showed strong implementation efforts. Implementation is an ongoing process, and the program gathered valuable information during its third year on ways to continue strengthening these efforts. Staff can use the evaluation insights provided in this paper to inform future planning. [For the full report, see ED511620.]
Project Early Kindergarten Evaluation: Results through 2008-09 of a Saint Paul Public Schools Initiative
Author: Schultz, Jennifer Lee
Date: 2009-09-00
Type: Reports - Research
Subjects: Public Schools,School Readiness,Preschool Education,Kindergarten,Child Care,Program Effectiveness,Program Evaluation,Tables (Data),Student Evaluation,Educational Assessment,Alignment (Education)

The Saint Paul Public Schools' Project Early Kindergarten program aims to improve the school readiness of Saint Paul children. The program began in 10 Saint Paul schools in fall 2005, and expanded to community child care settings a year later. Project Early Kindergarten (PEK) has since become the model for pre-kindergarten programs district-wide and is now titled the Saint Paul Public Schools' Pre-Kindergarten Program. This report comes at the conclusion of the fifth year of PEK. Following an initial planning year (2004-05), PEK has served children through the school component for four years (2005-06 to 2008-09) and through the community child care component for three years (2006-07 to 2008-09). This report summarizes the program's implementation and outcomes results to date, through the 2008-09 school year. Appendices include: (1) School-based PEK; and (2) Community-based PEK. (Contains 70 figures.) [For the executive summary, see ED511619.]
School Districts' Perspectives on the Economic Stimulus Package: School Improvement Grants Present Uncertainty and Opportunity
Author: Scott, Caitlin
Date: 2010-08-00
Type: Reports - Research
Subjects: Grants,Educational Improvement,School Districts,National Surveys,Federal Legislation,Federal Aid,Educational Change,Models,State Aid

The information in this report is drawn from the responses of a nationally representative sample of school districts to a broader Center on Education Policy (CEP) survey on American Recovery and Reinvestment Act of 2009 (ARRA) administered in the spring of 2010. Survey responses were weighted to draw conclusions for all districts in the 50 states based on this representative sample. This is CEP's third report on ARRA. The first, released in December 2009, focuses on state-level implementation. The second, published in July 2010, describes school districts' use of State Fiscal Stabilization Fund (SFSF) grants and the supplemental funding provided by ARRA for the Title I program and the Individuals with Disabilities Education Act. The second report contains additional information about districts' use of SFSF grants to provide supports and interventions to turn around low-performing schools; this activity is one of four reforms that states and districts must address to receive SFSF funding. Appended are: (1) Study Methods; (2) General Information about Confidence Intervals and Statistical Significance; and (3) Confidence Intervals for Survey Responses. (Contains 2 tables, 3 figures, 2 exhibits and 1 footnote.)
Estimating the Economic Impact of Higher Education: A Case Study of the Five Colleges in Berks County, Pennsylvania. Professional File Number 117, Summer 2010
Author: D'Allegro, Mary-Lou
Date: 2010-00-00
Type: Reports - Research
Subjects: Economic Impact,Counties,Case Studies,Higher Education,Colleges,Expenditures,College Housing,Student Volunteers,Methods,Computation,Information Sources

Most economic impact studies are prepared by external consultants at significant cost to an individual college, a higher education state system, or a set of institutions with similar Carnegie Classifications. This case study provides a detailed framework that academic institutions may use to derive economic impact estimates without hiring external consultants. This research is unique in its case study analysis of the collective impact of five colleges that differ with respect to Carnegie Classification, control type, enrollment size, and selectivity. Utilizing internal expertise and resources, the schools estimate they contributed $923 million to $1.2 billion to the Berks County, Pennsylvania economy in 2004-05. Detailed discussion of the underlying methodology, data sources, multipliers, professional expertise needs, and case study limitations are provided. (Contains 4 tables.)
Using Geospatial Techniques to Address Institutional Objectives: St. Petersburg College Geo-Demographic Analysis. IR Applications, Volume 27
Author: Morris, Phillip
Date: 2010-07-29
Type: Numerical/Quantitative Data
Subjects: Higher Education,Institutional Research,Business,College Administration,Theory Practice Relationship,Consumer Economics,Organizational Objectives,Marketing,Geographic Information Systems,Data Analysis,Student Interests,Student Attitudes,Visual Aids,Commuting Students,Pattern Recognition,Demography,Educational Facilities Design,Program Administration

Geographic analysis has been adopted by businesses, especially the retail sector, since the early 1990s (Thrall, 2002). Institutional research can receive the same benefits businesses have by adopting geographic analysis and technology. The commonalities between businesses and higher education institutions include the existence of trade areas, the provision of services to clients (students), and the identification of clients geographically by their addresses. Among the valuable information that institutions of higher education can create using business geography are psychographic profiles of student populations, commuting patterns, the underlying demographics of the institution's trade area, and the ability to plan for new facilities to meet the needs of the market. Understanding these geographic characteristics can assist in identifying institutional objectives and planning how to best implement these objectives. This report demonstrates the capabilities of using geographic analyses in an institutional research capacity for St. Petersburg College in Florida. (Contains 14 figures and 2 footnotes.)
The State of Special Education Practices within Our Nation's Charter Schools
Author: Dearhammer, Nancy E.
Date: 2002-01-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Charter Schools,Disabilities,Related Services (Special Education),Special Needs Students,Special Education,Principals,Educational Philosophy,Program Implementation,Educational Legislation,Administrator Attitudes,Predictor Variables,Accessibility (for Disabled),Institutional Characteristics,Student Characteristics,School Policy,Educational Practices,Educational Research

The purpose of this study was to assess the presence and/or implementation of Special Education activities within charter schools by questioning principals about the presence of children with disabilities in their schools, types of services provided in the charter schools, and the beliefs and attitudes of the principals regarding Special Education law, philosophy, and implementation. The research question was: What is the current state of special education in our nation's charter schools? This was delineated into 4 sub questions dealing with criteria of effective schools, the extent of implementation, and specific services provided in the schools. Data was collected from a survey that was posted on the World Wide Web. Responses were anonymously mailed back in an electronic format, disabling the ability to identify the respondent. The survey instrument was designed to assess principal attitude, numbers of students with disabilities, special education and/or related services being provided in charter schools, the principals' understanding of their obligations, and the beliefs and attitudes of the principals regarding Special Education law, philosophy, and implementation. It was found that while some charter school principals did not feel that their schools should have to serve students with special needs, they were not in the majority. Some schools were apparently created to serve various populations of children such as autistic children or EMH children. Special education and its related services were being provided in a number of schools and the range of services was great. Charter schools did meet the criteria of effective schools as presented in the study. Based on the principals' self-reporting, special education students in charter schools are present and there is evidence that special education and related services are being provided, despite the ambiguity surrounding charter legislation and how Special Education is to be implemented within charter schools. Three appendixes are included: (1) Web-Based Survey & IRB Approval; (2) Electronic Mail Letter to Recipients & Follow-Up Letter; and (3) List of Terms and Acronyms. (Contains 40 tables.)
Trends in Undergraduate Stafford Loan Borrowing: 1989-90 to 2007-08. Web Tables. NCES 2010-183
Author: Wei, Christina Chang
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Student Financial Aid,Federal Programs,Federal Aid,Undergraduate Students,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Full Time Students,Part Time Students,Income,Self Supporting Students,College Seniors,Student Characteristics,Institutional Characteristics

These tables show undergraduate Stafford loan borrowing rates and average Stafford loan amounts from 1989-90 to 2007-08, using data from six separate administrations of the National Postsecondary Student Aid Study (NPSAS): NPSAS:90, NPSAS:93, NPSAS:96, NPSAS:2000, NPSAS:04, and NPSAS:08. The estimates that appear in these tables reflect the newly reweighted data for the NPSAS:96, NPSAS:2000, and NPSAS:04 surveys. The Stafford loan data for those years were reweighted so that they could be compared with NPSAS:08. This publication is the first that contains the reweighted Stafford loan estimates for those survey years. A glossary is included. (Contains 88 tables and 5 endnotes.)