ethanporcaro/eric-fulltext-meta huggingface dataset:
Legislative Review. A Look at Higher Education in Weeks 17-18: April 27-May 8, 2009
Author: North Dakota University System
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Economic Development,Higher Education,Extension Education,Vocational Education,Educational Finance,Transportation,Agriculture,Advisory Committees,Educational Improvement,Educational Policy,State Legislation,State Government,State Boards of Education,Hearings,Budgets,Program Budgeting,State Programs,Labor Force Development

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 27 to May 8, 2009. This Legislative Review reports that: (1) SB 2003, the North Dakota University System (NDUS) budget bill, was approved by Governor Hoeven and the 2009 Legislative Assembly; (2) several major capital projects included in the State Board of Higher Education's (SBHE's) 2009-11 budget request were funded in SB 2003, the NDUS budget bill, or SB 2020, the North Dakota State University (NDSU) Agricultural Research Station and Extension Service budget bill; (3) SB 2018, the Department of Commerce budget bill, includes 2009-11 funding for Economic Development Centers of Excellence and the Workforce Enhancement Fund; (4) SB2020, the 2009-11 state general fund appropriation for the Upper Great Plains Transportation Institute (UGPTI), Northern Crops Institute (NCI), Extension Service and Research Stations, is $97.4 million, an increase of $29.8 million compared to the 2007-09 adjusted appropriation, less 2007-09 one-time funding; (5) a number of bills passed this session draw attention to workforce as a critical issue for the future of North Dakota. These bills are SB 2018 (Department of Commerce budget), SB 2019 (Career &amp; Technical Education budget), SB 2038 (Higher Education Flexibility/Accountability), SCR 4002 (Workforce Study Resolution), and HB 1463 (State Youth Council); and (6) many of the P-16 Education Task Force recommendations supported by the SBHE and the Joint Boards were incorporated into HB 1400, which addresses the recommendations of the Commission on Education Improvement, and SB 2003, the NDUS budget bill. A summary of the 2009 Legislative Session is also reported.
Administration for Children and Families: Head Start
Author: Department of Health and Human Services
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Money Management,Economic Opportunities,Federal Programs,Early Childhood Education,Preschool Education,Preschool Children,Disadvantaged Youth,Low Income,School Readiness,Early Intervention,Holistic Approach,Profiles,Program Descriptions,Child Development,Parent Participation,Accountability

This paper presents an overview of the Head Start program. Under the American Recovery and Reinvestment Act (Recovery Act), $1 billion will be provided to the Office of Head Start to promote the school readiness of low-income children, including children on federally-recognized reservations and children of migratory farm workers, by enhancing their cognitive, social and emotional development of low-income children, through the provision of comprehensive health, educational, nutritional, social and other services and to involve parents in their children's learning and to help parents make progress toward their educational, literacy and employment goals. Head Start also emphasizes the significant involvement of parents in the administration of their local Head Start programs. This overview provides the following information relating to the Head Start program: (1) Funding Table; (2) Objectives; (3) Activities; (4) Characteristics; (5) Delivery Schedule; (6) Environmental Review Compliance; (7) Measures; (8) Monitoring and Evaluation; (9) Transparency; (10) Accountability; (11) Barriers to Effective Implementation; and (12) Federal Infrastructure. (Contains 2 tables.)
Exploring What Works in Science Instruction: A Look at the Eighth-Grade Science Classroom. Policy Information Report
Author: Braun, Henry
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Science Achievement,Teacher Characteristics,Educational Strategies,Instructional Effectiveness,Science Instruction,Teaching Methods,Grade 8,Predictor Variables,National Competency Tests,Classrooms

The science achievement of U.S. students has been flat for a decade; in fact, in a recent international assessment, U.S. students ranked lower, on average, than their peers in 16 of 30 developed nations. The National Assessment of Educational Progress (NAEP), in addition to serving as the nation's report card, collects information from students, teachers, and schools on instructional practices, teacher characteristics, and school factors, allowing the authors to peer into U.S. schools and view students and teachers as they interact in the context of schools and classrooms. This report takes advantage of these data and provides a view of eighth-grade science classrooms in 2005, using statistical models particularly suited to this type of data--hierarchical linear models (HLMs). The authors' intent is to identify teacher characteristics and instructional strategies that are associated with student science achievement. After briefly describing the state of science achievement, teacher characteristics, and instructional strategies across U.S. eighth-grade classrooms, the report presents the results of a three-phase analysis that is designed to illuminate the statistical relationships among these variables. Appendices include: (1) Data for HLM; (2) HLM Methodology; and (3) Standard Errors and Significance Tests for Figures 3 to 13. (Contains 24 footnotes, 11 tables, and 13 figures.)
What Does It Mean to Repurpose a Test? R&D Connections. Number 9
Author: Wendler, Cathy
Date: 2009-04-00
Type: Collected Works - Serial
Subjects: Educational Testing,Testing,Test Use,Educational Objectives,Differences,Evidence,Research and Development,Test Construction,Business,Economic Impact,Standards

Should individuals use a test for purposes other than those for which it was originally intended? Should they give it to groups of people other than those for whom it was originally designed? This issue of "Educational Testing Service (ETS) R&D Connections" provides ideas for repurposing tests. (Contains 1 footnote.)
Leveling the Field on Math and Science Tests for Students with Learning Disabilities. R&D Connections. Number 12
Author: Stone, Elizabeth
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Learning Disabilities,State Standards,Educational Testing,Science Tests,Standardized Tests,Special Needs Students,Test Bias,Mathematics Tests,Testing Accommodations,Test Validity,Scores,Student Evaluation,Evaluation Methods

Research studies have shown that a smaller percentage of students with learning disabilities participate in state assessments than do their peers without learning disabilities. Furthermore, there is almost always a performance gap between these groups of students on these assessments. It is important to evaluate whether a performance gap on a state test is truly due to differences in proficiency or whether there are obstacles irrelevant to what the test is supposed to measure that are preventing students with disabilities from demonstrating the full extent of their knowledge. In this paper, the authors discuss some research that has taken place involving the issues of participation and proficiency. The paper also provides examples of some of the work that Educational Testing Service (ETS) has done to examine validity and fairness issues related to scores on state standards-based math and science tests administered to students with learning disabilities.
The Missing Data Assumptions of the Nonequivalent Groups with Anchor Test (NEAT) Design and Their Implications for Test Equating. Research Report. ETS RR-09-16
Author: Sinharay, Sandip
Date: 2008-05-00
Type: Reports - Evaluative
Subjects: Equated Scores,Test Items,Item Response Theory,Data,Methods,Comparative Analysis,Robustness (Statistics),Statistical Bias,Licensing Examinations (Professions),Multiple Choice Tests,College Entrance Examinations,Difficulty Level

The nonequivalent groups with anchor test (NEAT) design involves missing data that are   missing by design. Three popular equating methods that can be used with a NEAT design are the poststratification equating method, the chain equipercentile equating method, and the item-response-theory observed-score-equating method. These three methods each make different assumptions about the missing data in the NEAT design. Though studies have compared the equating performance of the three methods under the NEAT design, none has examined the missing data assumptions and their implications for such comparisons. The missing data assumptions can affect equating studies because it is necessary to fill in the missing data or their distribution in some way in order to have a true, or criterion, equating function to compare the accuracy and bias of the different methods. If the missing data or their distribution are filled in using missing data assumptions that correspond to a given method, that may favor that method in any comparison with the others. This paper first describes the missing data assumptions of the three equating methods and then performs a fair comparison of the 3 methods using data from 3 different operational tests. For each data set, we examine how the 3 equating methods perform when the missing data satisfy the assumptions made by only 1 of these equating methods. The chain equating method is somewhat more satisfactory overall than the other methods in our fair comparison of the methods; hence, we recommend that equating practitioners seriously consider the chain equating method when using the NEAT design. In addition, we conclude that the results from the different equating methods will tend to agree with each other when proper equating conditions are in place. Moreover, to uncover problems that might not reveal themselves otherwise, it is important for operational testing programs to apply multiple equating methods and study the differences among their results. Appendices include: (1) Raking; and (2) Proof of Theorem 1. (Contains 15 tables, 7 figures, and 4 notes.)
English Language Learners with Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda. Research Report. ETS RR-09-20
Author: Shore, Jane R.
Date: 2009-05-00
Type: Information Analyses
Subjects: Reading Difficulties,Elementary Secondary Education,Second Language Learning,Language Proficiency,Age Differences,Learning Disabilities,Reading Instruction,English (Second Language),Teaching Methods,Special Needs Students,Literature Reviews,Disability Identification,Student Needs,Referral,Intervention,Evaluation Methods,Definitions,Teacher Competencies,Oral Language,Reading Skills,Phonological Awareness,Decoding (Reading),Orthographic Symbols,Vocabulary Development,Reading Comprehension

The issue of identifying reading difficulties and disabilities in English language learners (ELLs)   is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to synthesize the research that aims to address the topic, focusing on the following three questions: (1) How does one identify reading difficulties/disabilities (RD) in individuals who are learning the English language?; (2) What needs to be done to aid in identifying RD in ELLs?; and (3) What does one do with this information to support the English reading instruction of ELLs with RD? The first section of the report covers basic terminology and gives an overview of the problem. The second section presents some of the challenges in distinguishing between what might be normal ELL language development from what might be identified as a disability or difference. The third section reviews reading difficulties in various languages and then focuses on reading difficulties when learning a second language. The fourth section provides an overview of the issues surrounding the process of identifying reading difficulties or differences in ELLs. The challenges begin at referral to services and span to measurement of disabilities. The fifth section provides information on interventions and the application of information gained through assessment. The sixth section, the conclusion, points to key considerations related to the identification of RD in ELLs on the K-12 level, especially in the area of the definition, measurement, and instruction of ELLs identified with RD. It also examines the potential for further development and research of assessment and effective instructional programs. Key findings and implications are summarized in the areas of RDs, referral, current assessment, assessments in development, instructional practices, and teacher preparation. (Contains 16 notes.)
Annual Financial Report: Fiscal Year Ended June 30, 2008. Creating a University System for the 21st Century
Author: North Dakota University System
Date: 2008-06-30
Type: Numerical/Quantitative Data
Subjects: Financial Audits,Educational Finance,Operating Expenses,Annual Reports,State Colleges,Systems Analysis,Cost Effectiveness,Guides

The North Dakota University System's (the &quot;System&quot;) discussion and analysis (MD&amp;A) provides an overview of the System's financial activities and issues for the year ended June 30, 2008. It is designed to focus on the current year's activities, resulting changes and currently known facts to assist readers in understanding the accompanying financial statements. This discussion provides an overview of the financial position of the System for the year ended June 30, 2008 and should be read in conjunction with the accompanying financial statements and notes to the financial statements. Activities from the eleven public post-secondary campuses, the North Dakota University System Office, and the System's component units are included in the accompanying financial statements. This annual report consists of a series of financial statements. The Statement of Net Assets, the Statement of Revenues, Expenses, and Changes in Net Assets, and the Statement of Cash Flows provide information on the System as a whole and present a long-term view of the System's finances.
Influences of Teacher Preparation Program on Preservice Science Teachers' Beliefs
Author: Nuangchalerm, Prasart
Date: 2010-02-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Preservice Teachers,Student Attitudes,Science Teachers,Student Teaching,Student Experience,Theory Practice Relationship,Instructional Innovation,Educational Research,Foreign Countries

Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students' understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what preservice  teachers are capable of performing the pedagogical practices. Sixty seven preservice science teachers were described the influences of teacher preparation. Results indicated that preservice teachers enrolled in professional experiences courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally  accepted practices. In addition, preservice teachers perceived they were more capable of altering students' knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.
Head Start Impact Study. Technical Report
Author: Puma, Michael
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Preschool Children,Disadvantaged Youth,Low Income Groups,Kindergarten,Grade 1,Grade 3,School Readiness,Early Intervention,Holistic Approach,National Programs,Early Childhood Education,Program Evaluation,Program Effectiveness,Outcomes of Education,Measures (Individuals),Data Collection,Research Methodology,Psychometrics,Technical Writing,Research Reports,Human Services,Exhibits,Context Effect,Computation

This Technical Report is designed to provide technical detail to support the analysis and findings presented in the "Head Start Impact Study Final Report" (U.S. Department of Health and Human Services, January 2010). Chapter 1 provides an overview of the Head Start Impact Study and its findings. Chapter 2 provides technical information on the analytical sampling weights used in the analysis. A description of the outcome measures and their psychometric properties is provided in Chapter 3 and the description of the data collection procedures is provided in Chapter 4. Chapter 5 provides a description of the impact analysis methods including ITT (intent-to-treat) impact estimates, IOT (impact on the treated) impact estimates, and subgroup impact estimates. (Contains 49 exhibits and 50 footnotes.) [For the "Head Start Impact Study. Final Report," see ED507845. For the "Head Start Impact Study. Final Report. Executive Summary," see ED507847.]
Head Start Impact Study. Final Report. Executive Summary
Author: Puma, Michael
Date: 2010-01-00
Type: Reports - Research
Subjects: Preschool Children,Disadvantaged Youth,Low Income Groups,Kindergarten,Grade 1,Grade 3,School Readiness,Early Intervention,Holistic Approach,National Programs,Young Children,Research Design,Advisory Committees,Educational Research,Outcomes of Education,Measures (Individuals),Research Reports,Program Effectiveness,Exhibits,Context Effect,Computation,Human Services

This report summarizes the findings from a study on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. Its study goals were to: (1) Determine the impact of Head Start on children's school readiness, and on parental practices that support children's development; and to (2) determine under what circumstances Head Start achieves its greatest impact and for which children. (Contains 10 exhibits and 14 footnotes.) [For the "Head Start Impact Study. Final Report," see ED507845. For the "Head Start Impact Study. Technical Report," see ED507846.]
Perceptions of Risk from Substance Use among Adolescents. The NSDUH Report
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Office of Applied Studies
Date: 2009-11-26
Type: Collected Works - Serial
Subjects: Adolescent Development,Intervention,Smoking,Females,Marijuana,Drug Abuse,Drinking,Alcohol Abuse,Adolescents,Males,At Risk Persons,Attitude Measures,Preadolescents,Gender Differences,Age Differences,Cocaine,Lysergic Acid Diethylamide,Narcotics,Health Promotion,National Surveys

Although many factors may influence the initiation of drug or alcohol use, the perception of risk associated with these behaviors also varies by gender, age, and type of drug. Understanding the different patterns of risk perceptions that emerge during adolescent development may help to better target health communication messages and increase the effectiveness of prevention and intervention programs. The National Survey on Drug Use and Health (NSDUH) asks persons aged 12 to 17 (i.e., adolescents) how much they think people risk harming themselves physically and in other ways when they use cigarettes, alcohol, and illicit drugs. Response choices are: (1) no risk; (2) slight risk; (3) moderate risk; and (4) great risk. This issue of The NSDUH Report presents information on perceptions of great risk from using various substances; data are examined by age and gender. All findings are annual averages based on combined 2007 and 2008 NSDUH data. The study finds that only 40.0 percent of adolescents perceived great risk from having five or more drinks of alcohol once or twice a week, and just over one third (34.2 percent) perceived great risk from smoking marijuana once a month. Females were more likely than males to perceive great risk from smoking one or more packs of cigarettes per day, from having five or more drinks of alcohol once or twice a week, and from smoking marijuana once a month; males were more likely than females to perceive great risk from trying heroin once or twice. The percentage of adolescents who perceived great risk from smoking one or more packs of cigarettes per day was stable across age groups; however, the perceptions of risk associated with having five or more drinks of alcohol once or twice a week and smoking marijuana once a month decreased with age, while the perceptions of risk increased with age for cocaine use, heroin use, and LSD use. (Contains 4 figures and 1 endnote.)
Creating a University System for the 21st Century. Student Affordability Report
Author: North Dakota University System
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Tuition,Paying for College,Educational Finance,Student Costs,Student Financial Aid,Access to Education,Fees,Student Loan Programs,Debt (Financial),Federal Aid,Trend Analysis,Performance Factors,State Colleges

Historically, tuition and mandatory fee rates of all North Dakota University System (NDUS) institutions (except the 2-year campuses) have been less than their regional counterparts. Average tuition and fee increases at NDUS institutions were significantly higher than their regional counterparts in 2004-05, 2005-06 and 2006-07, as a result, the gap between tuition and fee rates at all NDUS institutions, except the 2-year campuses, and their regional counterparts has narrowed significantly in recent years. At the 2-year campuses the gap has widened significantly since 2003-04 with NDUS two-year campus tuition and fee rates, on the average, about $660 more than their regional counterparts. Funding for the needs based state grant program has not kept pace with tuition increases and has declined as a percent of estimated tuition collections, from 2.19 percent of estimated annual tuition collections in 1989-91 to 1.82 percent in 2007-09. However, increases in state aid currently under consideration by the legislature could help begin to address this situation. This report outlines a number of factors to consider when examining the affordability of public higher education in North Dakota. Five appendices are included: (1) History of Federal Financial Aid; (2) NDUS Two-Year Campus Combined Loan, Grant/Campus-Based: Financial Aid Information; (3) NDUS Two-Year Campus Average Student Loan Indebtedness by Year; (4) 2007-08 Tuition as a Percent of Income: Comparison of NDUS Campuses to Long-Term Finance Plan Peer Groups; and (5) A Comparison of North Dakota, Regional and National Averages 2008-09 Resident Undergraduate Tuition and Required Fees. (Contains 13 tables, 2 figures and 1 footnote.)
Opportunity Adrift: Our Flagship Universities Are Straying from Their Public Mission
Author: Haycock, Kati
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Public Education,State Universities,Institutional Mission,Socioeconomic Status,Resource Allocation,College Students,Low Income,Paying for College,Access to Education,Equal Education,Barriers,Student Recruitment,Selection

Public flagship universities provide excellence to students who cannot afford high-quality private institutions. Yet many of these universities direct aid to wealthy students who will attend college without it. Meantime, many high-achieving minority and poor students wind up in lesser institutions or do not attend college at all. In fact, some low-income students who literally cannot afford to attend college without a grant must find a way to finance the equivalent of 70 percent of their family's annual income. Some flagships are stepping up to the challenge and focusing on access and success. An account of their performance and progress appears at the end of this report. (Contains 21 figures and 33 notes.)