ethanporcaro/eric-fulltext-meta huggingface dataset:
The National Longitudinal Study of the High School Class of 1972 (NLS-72): Fifth Follow-Up (1986). Sample Design Report
Author: Spencer, Bruce
Date: 1987-07-00
Type: Reports - Research
Subjects: Longitudinal Studies,High Schools,National Surveys,Annual Reports,Questionnaires,Graduate Surveys,Selection Criteria,Program Descriptions,Weighted Scores,Response Rates (Questionnaires),Statistical Bias,Computation,Error of Measurement,Sampling,Research Design,Predictor Variables,Design Requirements

This report is the methodology report for the National Longitudinal Study of the High School Class of 1972 follow-up in 1986. The fifth follow-up survey of the National Longitudinal Study of the High School Class of 1972 (NLS-72) took place during spring and summer of 1986. A mail questionnaire was sent to a subsample of 14,489 members of the original sample of 22,652. A total of 12,841 persons returned the questionnaire, for a response rate of 89 percent. By the time of the survey, the sample members averaged 32 years of age and had been out of high school for 14 years. The fifth follow-up marked the first time that NORC conducted the NLS-72 survey. This report: (1) summarizes the base year sample selection procedures, and describes in detail the selection procedures for the fifth follow-up survey; (2) describes the calculation of sample case weights that adjust for differential probabilities of selection and for nonresponse within weighting cells; (3) examines the possible impact of survey nonresponse, a potential source of bias; (4) presents a description of nonresponse rates among various subclasses of the fifth follow-up sample; (5) describes procedures for computing sampling errors and design effects; and (6) discusses the approach NORC has taken to this problem. Sampling errors and design effects are presented for a set of proportions for the entire sample and for important domains or subgroups. Several &quot;rules of thumb&quot; are offered for estimating standard errors under various circumstances. The following are appended: (1) Weights and Nonresponse Adjustments; and (2) Design Effects and Sampling Errors.
Submission of Data by State Educational Agencies; Submission Dates for State Revenue and Expenditure Reports for Fiscal Year (FY) 2013, Revisions to Those Reports, and Revisions to Prior Fiscal Year Reports
Author: National Archives and Records Administration
Date: 2014-01-15
Type: Reports - Descriptive
Subjects: State Departments of Education,School Statistics,Expenditures,Annual Reports,Income,Average Daily Attendance,Compliance (Legal),Statistical Data,Data Collection

The Secretary announces dates for State educational agencies (SEAs) to submit expenditure and revenue data and average daily attendance statistics on ED Form 2447 (the National Public Education Financial Survey (NPEFS)) for FY 2013, revisions to those reports, and revisions to prior fiscal year reports. The Secretary sets these dates to ensure that data are available to serve as the basis for timely distribution of Federal funds. The U.S. Census Bureau is the data collection agent for the National Center for Education Statistics (NCES). The data will be published by NCES and will be used by the Secretary in the calculation of allocations for FY 2015 appropriated funds.
Expanding Evidence Approaches for Learning in a Digital World
Author: Means, Barbara
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Educational Resources,Individualized Instruction,Student Needs,Computer Assisted Testing,Evaluation Methods,Decision Making,Data Collection,Data Analysis,Research Utilization,Research and Development

This report describes how big data and an evidence framework can align across five contexts of educational improvement. It explains that before working with big data, there is an important prerequisite: the proposed innovation should align with deeper learning objectives and should incorporate sound learning sciences principles. New curriculum standards, such as the Common Core State Standards and the Next Generation Science Standards, emphasize deeper learning objectives. Unless these are substantively addressed at the core of a learning resource, it is unlikely the resource will meet these important objectives. Likewise, a proposed innovation is more likely to succeed if it is grounded in fundamental principles of how people learn. Once these prerequisites are met, the evidence framework describes five opportunities for utilizing big data, each in a different educational context: (1) During development of an innovative learning resource, educational data mining and learning analytics can uncover patterns of learner behavior that can be used to guide improvement. (2) As learners use a digital resource, adaptive learning systems can personalize learning by using big data with new evidence models. (3) As institutions try to support struggling students, big data and new data analysis techniques can help guide intervention. (4) As educational systems assess student achievement, big data and new evidence models can shift measurements to focus more on what is really important and to provide more timely information to educators and students. (5) As educators choose and adapt learning resources from the vast array now offered on the Internet, big data and new evidence models can inform their choices. The ideas presented in this report have implications for learning technology developers, consumers, education researchers, policymakers, and research funders. The Technical Working Group of researchers and policymakers who provided input and guidance for this evidence framework also developed a set of recommendations for putting the framework into action. The resulting 14 recommendations for capitalizing on new approaches to evidence as digital resources are provided. The report also includes cautionary notes about the ethical issues that must be tackled in handling student data.
Ed Tech Developer's Guide: A Primer for Software Developers, Startups, and Entrepreneurs
Author: Bienkowski, Marie
Date: 2015-04-00
Type: Guides - General
Subjects: Computer Software,Design,Technology Uses in Education,Educational Technology,Skill Development,Lifelong Learning,Family Involvement,Planning,Evaluation Methods,Research Design,Faculty Development,Productivity,Access to Education,Achievement Gap,Guides,Privacy,Student Records,Networks,Financial Support,School Districts,Government Role,Computer Oriented Programs,Blended Learning,Standards,Individualized Instruction,Student Projects,Mastery Learning,Teacher Certification,Elementary Secondary Education,Higher Education

Opportunities abound for software designers and developers to create impactful tools for teachers, school leaders, students, and their families. This guide for developers, startups, and entrepreneurs addresses key questions about the education ecosystem and highlights critical needs and opportunities to develop digital tools and apps for learning. Crowd-sourced from knowledgeable educators, developers, and researchers who were willing to share what they have learned, this guide is designed to help entrepreneurs apply technology in smart ways to solve persistent problems in education. Ten opportunities for technology to transform teaching &amp; learning are detailed: (1) Improving mastery of academic skills; (2) Developing skills to promote lifelong learning; (3) Increasing family engagement; (4) Planning for future education opportunities; (5) Designing effective assessments; (6) Improving educator professional development; (7) Improving educator productivity; (8) Making learning accessible to all students; (9) Closing opportunity gaps; and (10) Closing achievement gaps.
Global Initiative on Out-of-School Children: All Children in School by 2015
Author: United Nations Children's Fund (UNICEF)
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Global Approach,Access to Education,Outreach Programs,Equal Education,International Organizations,Barriers,Organizational Objectives,Activities,Change Strategies,Foreign Countries

The United Nations International Children's Emergency Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS) launched the joint Global Initiative on Out-of-School Children in 2010 to accelerate efforts towards the goal of universal primary education by 2015. The goal of the Initiative is to achieve a breakthrough in reducing the number of out-of-school children. A total of 61 million primary school-age children were out of school in 2010. This brief report presents the challenge and goal of the Out-of-School Children Initiative (OOSCI), along with a chart organized by region and country presenting statistics obtained from survey data and administrative data.
Connect the Dots: Using Evaluations of Teacher Effectiveness to Inform Policy and Practice. State of the States 2013
Author: Doherty, Kathryn M.
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,State Policy,Evaluation Methods,Teacher Competencies,Evaluation Utilization,Tenure,Faculty Development,Teacher Salaries,Leadership Role,Academic Achievement,Teacher Influence,Teacher Certification,Teacher Dismissal,Teacher Education,State Standards

The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of &quot;effective&quot; teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like commonsense. Yet, until recently, it has been an exceptional way of thinking about teacher quality, totally out of step with teacher policy across the states. As part of the annual &quot;State Teacher Policy Yearbook,&quot; NCTQ has systematically collected and analyzed state policies on teacher preparation, training, retention, compensation and other personnel policies. In this paper the authors provide: (1) A detailed and up-to-date lay of the land on teacher evaluation policies across the 50 states and the District of Columbia Public Schools; (2) An in-depth look at policy in states promising ambitious teacher evaluation systems (states requiring student growth and achievement to be a significant or the most significant factor in teacher ratings), including states' efforts to &quot;connect the dots&quot; and use teacher evaluation results in meaningful ways to inform policy and practice; and (3) A compilation of some of the important lessons learned, pitfalls and successes states have experienced on the road to improving teacher evaluation systems. The following are appended: (1) State Summaries and Recommendations; (2) A closer look at state policy in states where student growth is a significant or preponderant criterion; (3) Connecting the Dots in States with Weak Teacher Evaluation Requirements; and (4) Implementation Timelines for States with Evaluation Systems That Require Significant or Preponderant Use of Student Achievement Data.
The Art and Science of Designing Competencies. CompetencyWorks Issue Brief
Author: Sturgis, Chris
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Competence,Instructional Design,Educational Innovation,Course Content,Faculty Development,Mastery Learning,Student Evaluation,Cognitive Processes,Problem Solving,Learning Processes,Lifelong Learning,Skill Development

At the heart of competency education is the assumption that by maintaining a laser focus on learning, allowing time to be a variable, and powerful competencies to set the bar, an education system can be created that produces high achievement for students from all income levels and across all racial and ethnic communities. However, the transition from an education system relying on a time-based Carnegie unit to competency-based education is not a silver bullet--it must be implemented with attention to quality so that both students and educators are fully supported in the learning process. The purpose of this paper is to discuss how innovators in competency education develop competencies. Often this is referred to as a tuning process or reengineering process--mapping from what you want students to know and be able to do all the way backwards to the choices for curricular tasks and assessments. This paper provides insights into the orientation and processes that innovators use.
Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids
Author: Christensen, Clayton M.
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Blended Learning,Technology Uses in Education,Educational Technology,Educational Innovation,Educational Change,Change Strategies,Educational Methods

The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools of tomorrow. The paper includes the following sections: &quot;Introduction to sustaining and disruptive innovation,&quot; &quot;Theory of hybrids,&quot; &quot;How to spot a hybrid,&quot; &quot;Hybrid models of blended learning,&quot; &quot;Seeing what's next with blended learning,&quot; and &quot;Implications for education leaders.&quot; The report includes notes, a section about the institute, acknowledgements, and a section about the authors. [For &quot;Classifying K-12 Blended Learning&quot; (2012), seeED535180; and for &quot;The Rise of K-12 Blended Learning: Profiles of Emerging Models (2011),&quot; see ED535181.]
Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80
Author: Ingersoll, Richard
Date: 2014-04-00
Type: Reports - Research
Subjects: Elementary Secondary Education,National Surveys,Teacher Characteristics,Diversity (Faculty),Gender Differences,Age Differences,Teacher Competencies,Trend Analysis,Labor Force,Aging (Individuals),Teaching Experience,Academic Ability,Teacher Persistence

Has the elementary and secondary teaching force changed in recent years? If so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? To answer these questions, the authors embarked on an exploratory research project to try to discover what trends and changes have, or have not, occurred in the teaching force over the past few decades. To explore these questions, the authors used the largest and most comprehensive source of data on teachers available--the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS). The data was used to explore what changes have taken place in the teaching force and teaching occupation over the two and a half decades from 1987 to 2012. The seven most popular trends and changes show the teaching force to be: (1) larger; (2) grayer; (3) greener; (4) more female; (5) more diverse, by race-ethnicity; (6) consistent in academic ability; and (7) less stable. For each of the trends, two large questions arise: (1) Why? What are the reasons for and sources of the trend?; and (2) So what? What difference does it make? What are the implications and consequences of the trend? In the initial edition of this report, released in November 2012, the analyses went up to 2008--the most current data then available. With the recent release of the 2011-12 SASS data, almost all of the findings for this new edition of the report have been updated. This report draws from a preliminary article published in &quot;Educational Leadership&quot; in May 2010 (Ingersoll &amp; Merrill 2010). Support for some of the preliminary work on this project done in 2009-10 came from a grant from the National Commission on Teaching and America's Future, funded by the Gates Foundation. [For the preliminary article, &quot;Who's Teaching Our Children?&quot; (2010), see EJ896444.]
National Longitudinal Study: Base Year (1972) through Fourth Follow-Up (1979). Data File Users' Manual. Volume I (Includes Appendix A through Appendix C)
Author: Riccobono, John
Date: 1981-06-00
Type: Guides - General
Subjects: Longitudinal Studies,National Surveys,Followup Studies,High School Graduates,Guides,School Statistics,Sample Size,Research Methodology,Measurement Techniques,Data Collection,Response Rates (Questionnaires),State Surveys,Database Management Systems,Error of Measurement,Database Design,Data Processing

The National Longitudinal Study (NLS) of the High School Class of 1972 is a large-scale long-term survey effort supported by the National Center for Education Statistics (NCES), Office of the Assistant Secretary for Educational Research and Improvement in the U.S. Department of Education. NLS is designed to provide statistics on a national sample of students as they move out of the American high school system into the critical years of early adulthood. Data have been gathered and colligated from several sources, coded and edited for analysis purposes, and stored on magnetic computer tapes for future access. The current tapes contain base-year (1972) survey data, collected by the Educational Testing Service, integrated with first follow-up (1973), second follow-up (1974), third follow-up (1976), and fourth follow-up (1979) survey data, collected by the Research Triangle Institute. The Users Manual provides a detailed description of the merged NLS data file now available for use by the general research community. These data provide an extensive and potentially rich resource for a variety of research purposes. The purpose of this manual is to document the contents of the available tapes, and thereby enable the interested investigator to exploit effectively the research potential or' the data. The following are appended: (1) Instrumentation: Student's School Record Information Form, Base-Year Student Questionnaire, First Follow-Up Questionnaire (Form B), Second Follow-Up Questionnaire, Activity State Questionnaire, Third Follow-Up Questionnaire, Fourth Follow-Up Questionnaire, and Supplemental Questionnaire; (2) Critical Items and Supporting Items in the First, Second, and Third Follow-Up Questionnaires, and Critical Items in the Fourth Follow-Up Questionnaire; and (3) Miscellaneous Codes, Created Response Categories, and Questions with Resolvable Multiple Responses. [This report was prepared by the Center for Educational Research and Evaluation, Research Triangle Institute.]
Schools, Districts, and States Transform Seat-Based Requirements into Competency-Based Pathways to College­ and Career-Readiness
Author: Department of Education (ED), Office of Innovation and Improvement
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Districts,Public Schools,Educational Change,Competency Based Education,College Readiness,Career Readiness,Retrenchment,Cognitive Style,Educational Technology,Student Centered Learning,Individualized Instruction,Academic Achievement,Achievement Tests,Mastery Learning,Instructional Design,Standardized Tests

Schools are facing tight budget times that call for doing more with less and finding ways to innovate, increase efficiency and effectiveness, and accelerate reform. At the top of the ideas for increasing productivity is moving ahead with efforts to personalize learning, leaving behind an instructional system modeled on the American factory of the 20th century, one predicated on sorting out achievers from non-achievers. With the recent advances in educational technology, American public schools increasingly have the means to respond to individual needs and learning styles and to turn the heretofore constants of time, place, pace, and curriculum into variables. This resource defines personalized learning, and lists the top five essential elements of personalized learning. The report discusses gaining competency over occupying a seat in the classroom, and provides examples of competency-based efforts at the state, regional, and local levels.
CEDS Addresses: Rubric Elements
Author: Department of Education (ED)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Standards,Scoring Rubrics,Evaluation Methods,Student Evaluation,Criteria,Data Collection,Vocabulary

Common Education Data Standards (CEDS) Version 4 introduced a common data vocabulary for defining rubrics in a data system. The CEDS elements support digital representations of both holistic and analytic rubrics. This document shares examples of holistic and analytic project rubrics, available CEDS Connections, and a logical model showing the relationships between data elements as they might exist in an operational data store.
CEDS Addresses: Virtual and Blended Learning
Author: Department of Education (ED)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Postsecondary Education,Educational Indicators,Student Records,School Districts,Faculty Development,Technical Assistance,Interaction,Communication Strategies,Teaching Methods,Distance Education,Enrollment Trends,Adult Education

The Common Education Data Standards (CEDS) common data vocabulary supports the collection and use of information about virtual and blended learning. The data element &quot;Virtual Indicator&quot;, introduced in version 3 of CEDS, supports a range of virtual learning-related use cases. The Virtual Indicator element may be related to a Course Section, a K-12 School, or a Postsecondary Institution. This document defines virtual and blended learning data elements in CEDS and provides information regarding the option set for each element.
Investigating Prospective Teachers' Ability to Write Context-Based Problems
Author: Ültay, Neslihan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Minimum Competencies,Investigations,Student Writing Models,Science Curriculum,Scientific Concepts,Concept Teaching,Content Area Writing,Scoring Rubrics,Scientific Literacy,Context Effect,Knowledge Base for Teaching,Writing Ability,Foreign Countries,Case Studies

Purpose: The purpose of this study is to investigate the prospective teachers' ability to write context-based problems about the concepts in radioactivity unit. Methodology: The study is carried out in a university in Turkey with 21 prospective teachers in physics, chemistry and biology in 2014-2015 fall terms. In the study, data are collected through the papers on which prospective teachers write context-based problems about the concepts in radioactivity unit. Data are analyzed with a rubric which is developed by the researchers. Results: Results indicate that prospective teachers are found as &quot;not adequate&quot; at selecting daily life context. Conclusions: At the end of the study, it is revealed that prospective teachers understand the &quot;context-based&quot; concept as &quot;only relating something with daily life.&quot; It is suggested that in-service courses may solve and eliminate this problem. Recommendations: It is proposed that in-service courses may provide prospective teachers more experience before being a teacher and there is a need for more and better designed researches. (Contains 2 tables and 4 figures.)