ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for San Diego Unified School District's student achievement in reading. In 2009, the average score of eighth-grade students in San Diego was 254. This was not significantly different from the average score of 252 for public school students in large cities. The average score for students in San Diego in 2009 (254) was not significantly different from their average score in 2007 (250) and was not significantly different from their average score in 2003 (250). In 2009, the score gap between students in San Diego at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2003 (49 points). The percentage of students in San Diego who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2009. This percentage was not significantly different from that in 2007 (23 percent) and was not significantly different from that in 2003 (20 percent). The percentage of students in San Diego who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2009. This percentage was not significantly different from that in 2007 (60 percent) and was not significantly different from that in 2003 (60 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
College Completion Tool Kit
Author: Department of Education (ED)
Date: 2011-03-00
Type: Guides - General
Subjects: Credentials,College Graduates,Graduation,Postsecondary Education,State Government,Colleges,Graduation Rate,Models,Educational Attainment,Goal Orientation,Academic Standards,College Entrance Examinations,College Transfer Students,Decision Making,Data Analysis,Costs,High Schools,Financial Support,Taxes,Adults,Adult Education,Public Colleges,College Preparation

In March, 2009, President Obama proposed the American Graduation Initiative, which established the goal that by 2020 the United States will regain its position as the nation with the highest percentage of its population holding post-secondary degrees and credentials. The College Completion Toolkit provides information that governors and other state leaders can use to help colleges in their state increase their completion rates. It highlights key strategies and offers models to learn from, as well as other useful resources. (Contains a list of 17 resources, 7 figures, and 10 footnotes.)
Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update, 2010-2011
Author: Balfanz, Robert
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: High Schools,Graduation Rate,Dropouts,Global Approach,Nonprofit Organizations,Federal Government,Public Education,Government Role,School Districts,Educational Change,Public Schools,Curriculum Design,Difficulty Level,Educational Policy,Educational Practices,Academic Achievement,Educational Objectives,Goal Orientation,Dropout Rate,Dropout Prevention,Accountability,Academic Standards,College Preparation

America continues to make progress in meeting its high school dropout challenge. Leaders in education, government, nonprofits and business have awakened to the individual, social and economic costs of the dropout crisis and are working together to solve it. This year, all states, districts, and schools are required by law to calculate high school graduation rates according to a common formula and reporting standards and, for the first time, be held accountable for setting goals and meeting annual targets. Forty states and the District of Columbia have raised their standards to help more students graduate with the skills they need to compete in the global economy. The federal government has made strategic investments in secondary education and has provided states with incentives to enact reforms and fuel innovation that will help sustain momentum. All the states have pledged to build longitudinal data systems to track student progress over time, and a growing number of states and school districts are using early warning data so that those students who exhibit the first signs of dropping out receive the academic and community-based supports they need. In turn, nonprofits, education associations, businesses, and foundations are aligning their thought capital and assets with a &quot;Civic Marshall Plan&quot; to keep students on track to graduate from high school and ready for college and work. The Civic Marshall Plan aims to end the dropout epidemic and establishes concrete goals and benchmarks for measuring progress along the way. The framework of the Civic Marshall Plan is shared in this paper, prompting action within low graduation rate communities, building and enabling state and district capacity to improve graduation and college readiness rates, and accelerating graduation rates by strengthening the public education system. Appendices include: (1) List of Leadership Council Members; and (2) Change in Dropout Factory High Schools 2002 to 2009. (Contains 13 footnotes.) [For the November 2010 report, &quot;Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic&quot;, see ED513447.]
The Sector-Wide Approach in Bangladesh Primary Education: A Critical View. CREATE Pathways to Access. Research Monograph No. 57
Author: Ahmed, Manzoor
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Elementary Education,Cooperation,Foreign Countries,Cooperative Planning,Developing Nations,Program Development,Access to Education,Equal Education,Government Role,Nongovernmental Organizations,Academic Persistence,Agency Cooperation,Holistic Approach,Educational Quality,Nonformal Education,Kindergarten,Private Schools,Public Schools,Enrollment Trends,Dropout Rate,Grade 5,Academic Achievement,Educational Finance,Teacher Student Ratio,Program Effectiveness,Educational Policy,Preschool Education

This monograph, in the CREATE Pathways to Access series, is about the modality of cooperation and programme management in primary education in Bangladesh, based specifically on the experience of the Second Primary Education Development Programme (PEDP II). It is not intended to be an assessment of PEDP II accomplishments, but key information and a brief discussion about progress in the substantive programme objectives in primary education development in Bangladesh have been presented in order to understand how the modality of cooperation and management has worked. Having examined the characteristics of the Sector-Wide Approach (SWAp) as it has been applied in PEDP II and how it has helped or hindered achievement of the programme goals, the on-going discourse on the appropriate scope and features of the next phase of primary education development is reviewed. This is particularly relevant as PEDP II winds up and a new programme for primary education development from mid-2011 begins to be designed. Conclusions are drawn on the basis of CREATE research activities which have illuminated the issues and concerns that have surfaced in implementing PEDP II. Recommendations are made about the modality of cooperation and management that would be congruent with and supportive of future strategies and key actions to advance universal primary education with equity and quality. Appended is: Suggested Schematic of the National Primary Education Development (NPED) Programme (2010-15). (Contains 3 tables and 1 figure.)
Poverty, Equity and Access to Education in Bangladesh. CREATE Pathways to Access. Research Monograph No. 51
Author: Hossain, Altaf
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Poverty,Primary Education,Economically Disadvantaged,Foreign Countries,Access to Education,Developing Nations,Equal Education,Gender Bias,Barriers,Educational Policy,Educational Finance,Social Justice,Income,Food,Dropouts,Enrollment,Attendance Patterns,Social Bias,Correlation,Access to Health Care,Age Grade Placement,Tuition,Institutional Characteristics,Preschool Education,Elementary Education,Females,Secondary Education,Resources

Bangladesh has made great improvements in the scale and quality of access to education in recent years and gender equality has almost been achieved in primary education (World Bank, 2008). Evidence from CREATE's nationwide community and school survey (ComSS) confirms results from other research (such as Al-Samarrai, 2009) which suggests that poverty remains a barrier to education for many in Bangladesh, where 40% of the population remain below the poverty line (World Bank, 2009). The ComSS data suggest that policies that have been introduced to enable the poor to attend school such as free schooling; subsidised schoolbooks and stipends are not accurately targeted or having the desired effects. Targeted assistance for sections of society who are denied access to education in what is meant by equity in this paper. This goes beyond equal opportunity and seeks justice for those who have been left out. In this monograph we describe the influence of poverty (measured by income and food security) on indicators of access to education covered by CREATE's conceptual model, such as children who drop out of school, children who have never enrolled and silent exclusion (measured through poor attendance, poor attainment and repetition). These relationships show a pattern of a series of interrelated links between poverty and exclusion from education. While the links between physical exclusion from education (never having been to school or dropping out of school) and poverty are relatively easy to understand, it is harder to understand why poor children who are in school do worse and repeat more than their peers from wealthier households. We explore correlations between indicators of silent exclusion from education and health, access to adequate school materials and the type of school attended. What we find is that those who have poor health, lack basic school equipment and live in the catchment areas of non-government schools (who are also often the poor) are more likely to be silently excluded -- that is enrolled and overage, attending irregularly or poorly achieving. Using this detailed data we identify policies that will have the greatest effect on improving access to education for those currently out of school and those in school but not learning. (Contains 6 tables, 8 figures, and 3 footnotes.)
Age in Grade Congruence and Progression in Basic Education in Bangladesh. CREATE Pathways to Access. Research Monograph No. 48
Author: Hossain, Altaf
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Low Income Groups,Economically Disadvantaged,Foreign Countries,Developing Nations,Longitudinal Studies,Enrollment Trends,Elementary School Students,Secondary School Students,Grade Repetition,Child Health,Age Grade Placement,Gender Differences,Family Income,Access to Computers,Correlation,Costs,Resources,Academic Achievement,Resource Allocation

In Bangladesh gross and net enrolment rates are used to measure overage and underage enrolment in the education system. However, due to the limits of these methods in exploring the issue of age in grade, the paper uses the CREATE Community and School Survey (COMSS) data from Bangladesh. COMSS was a longitudinal survey of 6,696 households with 9,045 children of 4-15 years old in 2007 and 2009. The paper shows that 69.4 percent of 6-15 year old children, enrolled in primary and secondary schools in 2007 are age in grade incongruent and that in the early grades of primary school this proportion is even higher. Age in grade incongruent children come from relatively low income families and have relatively poor health. Age in grade incongruent children attend school irregularly and perform worse than the congruent children of the same grade. Less than 50 percent of primary Grade 1, 2 and 3 children progress to the next grade on time. Slow progressing children also come from relatively low income families, have relatively poor health and inadequate learning materials compared to regularly progressing children of their grade group. The slow progressing children attend school irregularly compared to the regularly progressing group and get less primary school stipend money. Both these age in grade incongruent and slow progressing children are increasing the number of &quot;silently excluded&quot; children in classrooms. (Contains 5 tables and 17 figures.)
The Effects of Motivational Graphing on Students Reaching Educational Goals
Author: Graves, Loren Adair
Date: 2011-03-23
Type: Reports - Research
Subjects: Graphs,Teacher Surveys,Student Surveys,Student Motivation,Grade 1,Mathematics Instruction,Response to Intervention,Goal Orientation,Mathematics Skills,Scores,Surveys,Student Attitudes,Kindergarten,Teacher Attitudes,Teaching Methods,Elementary School Mathematics,Elementary School Students

The purpose of this research project was to conclude if motivational graphing strategies, when used in Math Response to Intervention (RTI) classes, could increase the students' ability to reach their goals. To complete this investigation the researcher assessed the Math RTI students' ability to count orally within one minute on a biweekly basis. The students had oral counting goals that they were to meet in order to graduate from Math RTI. In the first six weeks of the classes, the students were taught using the Math RTI program. At the midway point, the students were then taught how to graph their scores and how to read the graphs in order to help motivate the students to reach their goals.  The students were given a survey after the project to assess how they felt about graphing their scores. The results of this study concluded that there was an increase of students meeting their goals with the motivational graphing strategy in place. The study was successful in proving that students can be motivated to meet educational goals when the goals are clear and by using this motivation graphing technique. Six appendices are included: (1) Request to Complete Project; (2) Motivational Research Student Survey; (3) Motivational Research Teacher Survey; (4) Oral Counting Raw Data With and Without Motivational Graphs; (5) Kindergarten Oral Counting Motivational Graphs; and (6) 1st Grade Oral Counting Motivational Graphs. (Contains 2 tables and 2 figures.)
Advising Transfer Military Students
Author: Bailey, Steven
Date: 2011-03-23
Type: Opinion Papers
Subjects: Student Needs,Military Personnel,College Bound Students,Veterans,Academic Advising,College Credits,Experiential Learning

Today's students can come from a larger area than just high school. With the entire world's conflicts and today's society, more and more of our present day students may have come from the military ranks. Though we have not come to an actual draft system, more and more modern day students have served their time in the military, to keep America strong, these strong-willed younger folks have been populating our colleges and universities. They are anxious to start a new life and want to feel as if they are part of the university system.
Building Minds, Minding Buildings. School Infrastructure Funding Need: A State-by-State Assessment and an Analysis of Recent Court Cases
Author: Crampton, Faith E.
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Facilities,Financial Needs,Court Litigation,Public Schools,Comparative Analysis

The quality of the physical environment in which children learn is a critical education capacity factor that contributes to their academic success and well-being. Adequate levels of fiscal investment in school infrastructure are essential to ensure that all students and staff have access to a physical environment conducive to learning; that is, one that is safe, healthy, and educationally appropriate. To that end, the objectives of this study were threefold: (1) To estimate the current level of school infrastructure funding need on a state-by-state basis; (2)To compare these estimates to those of the previous state-by-state assessment in 2001; and (3) To determine the nature and impact of recent court cases that have addressed school infrastructure. There were a number of major findings. Total estimated school infrastructure need remained substantial at approximately $254.6 billion. Funding need ranged from $326 million in Vermont to $25.4 billion in California. Average state funding need was $5.1 billion. The total represented a 4.3% decrease in funding need from 2001, in unadjusted dollars.  Litigation related to school finance generally and school infrastructure funding specifically continued to be found mainly at the state level. Over the last seven years, there have been major, new court decisions around school infrastructure and its funding in states such as Arkansas and New York. In a number of states, litigation or implementation of previous court decisions requiring additional infrastructure funding is ongoing. Overall, major court decisions have resulted in substantial increases in school infrastructure funding in some states.  However, litigation as a strategy to meet total school infrastructure funding need has limitations. Appended are: (1) Resource Persons (alphabetical by state); (2) Reference List of State Assessments of School Infrastructure Funding Need; and (3) States Sorted by Regional Typology and Matching Variables. (Contains 1 figure, 8 tables, and 163 footnotes.)
The Interface of Interim Assessment and Feedback: An Opinion Paper
Author: Nodoushan, Mohammad Ali Salmani
Date: 2011-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Teacher Made Tests,Feedback (Response),Error Correction,Motivation,Learning Processes

Many schools and educators prefer to use state tests. However, teachers can benefit a lot from the tests and quizzes they give in their classes over the course of a term or year. The minimum such tests can do is to afford information that teachers can use to assess how their class is learning and which changes in instruction need to be made to assure maximum outcome. This is a diagnostic quality that teacher-made tests possess, a quality that can technically be termed formative assessment which can be contrasted with summative assessment or making judgments about class achievement. This paper elaborates on the advantages of formative assessment and gives some examples to support teachers' use of it. (Contains 1 table.) ["Journal on Educational Psychology" is published by i-manager.]
Can Increasing Private School Participation and Monetary Loss in a Voucher Program Affect Public School Performance? Evidence from Milwaukee. Staff Report No. 300
Author: Chakrabarti, Rajashri
Date: 2007-09-00
Type: Numerical/Quantitative Data
Subjects: Control Groups,Public Schools,Private Schools,School Choice,Participation,Program Effectiveness,Educational Vouchers,Institutional Characteristics,Program Descriptions,Models,Educational Quality,Educational Finance,Socioeconomic Influences,Scores,Educational Improvement,Educational Assessment,Educational Indicators,School Statistics,Comparative Analysis,School Effectiveness,Funding Formulas

The Milwaukee voucher program, as implemented in 1990, allowed only nonsectarian private schools to participate in the program. However, following a Wisconsin Supreme Court ruling, the program was expanded to include religious private schools in 1998. This second phase of the voucher program led to more than a three-fold increase in the number of private schools and almost a four-fold increase in the number of choice students. Moreover, because of some changes in funding provisions, the revenue loss per student from vouchers increased in the second phase of the program. This paper analyzes, both theoretically and empirically, the effects of these changes on public school performance (as measured by test scores) in Milwaukee. It argues that voucher design matters and that the choice of parameters in a voucher program is crucial in determining the effects of public school incentives and performance. In the context of a theoretical model of public school and household behavior, the paper establishes that the policy changes will lead to an improvement of the public schools in the second phase of the program as compared with the first phase. Following Hoxby (2003a, 2003b) in the classification of treatment and control groups and using 1987-2002 data and a difference-in-differences estimation strategy in trends, the paper then shows that the theoretical prediction is validated empirically. This result is robust to alternative samples and specifications and survives robustness checks, including correcting for mean reversion. A technical appendix is included. (Contains 15 tables, 3 figures and 50 footnotes.)
The Incentive Effects of Higher Education Subsidies on Student Effort. Staff Report No. 192
Author: Sahin, Aysegul
Date: 2004-08-00
Type: Reports - Research
Subjects: Human Capital,College Graduates,Grants,Tuition,Learner Engagement,Incentives,Financial Policy,Time Factors (Learning),Time on Task,Models,Work Life Expectancy,Performance Factors,Simulation,Grade Inflation,Grades (Scholastic),Parent Attitudes,Student Attitudes,Salary Wage Differentials,Higher Education

This paper uses a game-theoretic model to analyze the disincentive effects of low-tuition policies on student effort. The model of parent and student responses to tuition subsidies is then calibrated using information from the National Longitudinal Survey of Youth 1979 and the High School and Beyond Sophomore Cohort: 1980-92. I find that although subsidizing tuition increases enrollment rates, it reduces student effort. This follows from the fact that a high-subsidy, low-tuition policy causes an increase in the percentage of less able and less highly motivated college graduates. Additionally--and potentially more important--all students, even the more highly motivated ones, respond to lower tuition levels by decreasing their effort levels. This study adds to the literature on the enrollment effects of low-tuition policies by demonstrating how high-subsidy, low-tuition policies have both disincentive effects on students' study time and adverse affects on human capital accumulation. Appendices include: (1) Computation of discounted lifetime utility of consumption; and (2) Brief descriptions of the National Longitudinal Survey of Youth 1979 (NLSY79), the High School and Beyond (HS&amp;B) survey, and the Higher Education General Information Survey (HEGIS). (Contains 10 tables, 5 figures and 29 footnotes.)