ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends, Patterns, and the Relationship of Computer-Based National Examination of High School Science Students
Author: Nasution, M. K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Trends,Computer Assisted Testing,National Competency Tests,Science Education,High School Students,Foreign Countries,Scores,Science Tests,Deception,Pretests Posttests

This study provides an initial statistical approach as an alternative model to detect the fraudulent practice estimation of national examination (NE). Trends, patterns, and relationships were analysed from the national examination (NE) scores and the national examination integrity index (NEII) on pre-and post-computer-based national examination (CBNE) of the 103,273 high school science students in Aceh Province. Looking at the trends and patterns of the pre-post CBNE implementation, descriptive statistics were used by comparing the average (Mean) of the NE, NEII, and the standard deviation of national examination (SDNE) in the group of regencies/cities. Picturing the relationship between the NE and NEII, linear regression and curve estimation was applied. The result shows that there are striking differences and gradual changes between the pre-post CBNE's implementation in each regency/city. In the span of three years (2015-2017), a downward trend showed in the NE's scores along with the implementation of CBNE which increased the NEII's value. In the pre-CBNE period (2015), a striking pattern emerged in the form of low NEII, high NE, and low SDNE which indicated the existence of fraudulent practice estimation of the national examination. [Paper presented at the Annual International Conference on Mathematics, Science, &amp; Technology Education (AICMSTE) 2019.]
Using High School and College Data to Predict Teacher Candidates&apos; Performance on the Praxis at Unibetsedåt Guåhan (University of Guam). Study Snapshot. REL 2021-104
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Preservice Teachers,Preservice Teacher Education,College Admission,Admission Criteria,Student Characteristics,Test Preparation,High School Graduates,College Bound Students,Scores,Reading Achievement,Writing Achievement,Mathematics Achievement,Advanced Placement Programs,Grades (Scholastic),Socioeconomic Status,Gender Differences,College Entrance Examinations,Teacher Education Programs,Predictor Variables,College Readiness,Federal Aid,Grants,College Students

This Study Snapshot highlights key findings from a study that examined which student demographic and academic preparation characteristics predict passing the Praxis® Core test and each of its subtests at the Unibetsedåt Guåhan (University of Guam, UOG) School of Education. This information is needed to increase admissions to the School of Education and, ultimately, to increase the number of available teachers. Policymakers and educators on Guåhan (Guam) are concerned about the persistent shortage of qualified K-12 teachers. Staff at the School of Education, the only local university that offers a teacher training and certification program, believe that more students are interested in becoming teachers but that the program's admissions requirements--in particular, the Praxis® Core test, which consists of reading, writing, and math subtests--might be a barrier. By better understanding which Praxis® subtests are more difficult for students to pass, Guam Department of Education's (GDOE) staff and UOG faculty can align or design curricula to cover the topics that the Praxis® Core test and its subtests cover. [For the full report, see ED613684. For the Study Brief, see ED613686. For the appendixes, see ED613687.]
Using High School and College Data to Predict Teacher Candidates&apos; Performance on the Praxis at Unibetsedåt Guåhan (University of Guam). Appendixes. REL 2021-104
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Research
Subjects: Preservice Teachers,Preservice Teacher Education,College Admission,Admission Criteria,Student Characteristics,Test Preparation,High School Graduates,College Bound Students,Scores,Reading Achievement,Writing Achievement,Mathematics Achievement,Advanced Placement Programs,Grades (Scholastic),Socioeconomic Status,Gender Differences,College Entrance Examinations,Teacher Education Programs,Predictor Variables,College Readiness,Federal Aid,Grants,College Students

The &quot;Using High School and College Data to Predict Teacher Candidates' Performance on the Praxis at Unibetsedåt Guåhan (University of Guam)&quot; study examined which student demographic and academic preparation characteristics predict passing the Praxis® Core test and each of its subtests at the Unibetsedåt Guåhan (University of Guam, UOG) School of Education. This information is needed to increase admissions to the School of Education and, ultimately, to increase the number of available teachers. The study findings have several implications for intervention plans at both the secondary and postsecondary levels. Although students must pass all three Praxis® subtests to be admitted to the teacher preparation program at the School of Education, examining student performance on each subtest can help stakeholders understand the content areas in which students might need more support. In the long term, preparing more prospective teachers for the Praxis® Core test might increase program enrollment, which in turn might increase the on-island hiring pool. This document presents the following three appendixes that accompany the study: (1) Unibetsedåt Guåhan (University of Guam) admissions requirements and research on the Praxis® Core test; (2) Methods; and (3) Supporting analysis. [For the full report, see ED613684. For the Study Snapshot, see ED613685. For the Study Brief, see ED613686.]
AAU Undergraduate STEM Education Initiative: May 1, 2020 Virtual Meeting Report
Author: Association of American Universities
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,STEM Education,Meetings,COVID-19,Pandemics,Distance Education,Academic Support Services,Student Experience

Association of American Universities (AAU) has been active in institutional and national discussions to help address critical challenges facing research universities in light of COVID-19. On May 1, 2020, AAU hosted a virtual meeting of the campus liaisons for the Undergraduate STEM Education Initiative, The intention of the virtual meeting was to discuss issues specific to undergraduate teaching and learning as campuses look to resume their education and research activities in the wake of the ongoing pandemic. It provided a platform for participants to share information with each other and with AAU staff. The convening included representation from 29 AAU member institutions and engaged a group of 41 individuals comprised of institutional representatives, AAU staff, and AAU STEM Education Initiative project team members. Many of the AAU STEM Initiative liaisons, who are leaders in campus undergraduate education reform efforts, have been instrumental to their universities' rapid transition to remote instruction during the spring 2020 term. This report summarizes the information and key themes that emerged from the two hour-long conversation.
Looking Back to Accelerate Forward: Toward a Policy Paradigm That Advances Equity and Improvement
Author: Gonzales, D.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Policy,Equal Education,Educational Quality,Stakeholders,Communities of Practice,Educational Strategies,Educational Trends,Educational Improvement,Academic Standards,Accountability,National Competency Tests,Achievement Gains,Scores,Racial Differences,Academic Achievement,Educational History

This paper describes progress, challenges and opportunities of using policy to advance educational equity and excellence at scale in the United States. It begins with a look-back that examines two key elements of the standards-based education (SBE) era: First, it traces policy shifts and implementation challenges of the SBE era. Second, it examines student achievement trends over 30 years, with particular attention to learning outcomes for Black, Hispanic, and students from low-income backgrounds. The paper then provides a landscape analysis of key stakeholders that are actively engaged in shaping, guiding, developing and implementing educational improvement efforts. The landscape analysis also identifies those who have not been adequately involved but should be going forward, such as grassroots and community leaders, parents, teachers and students, particularly from people of color. To conclude, the report recommends bringing together a cross-section of diverse stakeholders from key educational sectors--such as policymakers, community-organizers, practitioners and researchers, students and families--to form a multi-year listening and learning community that engages in a series of field-based learning experiences. The learning engagements would allow stakeholders to consider strategies to: (1) broaden the vision of youth development; (2) build supports for equity; and (3) bolster community engagement.
Choice and Quality among Retirement Plans for Educators
Author: Aldeman, Chad
Date: 2021-05-00
Type: Reports - Research
Subjects: Teacher Retirement,Fringe Benefits,Debt (Financial),Decision Making,Public Policy,College Faculty,Higher Education,Kindergarten,Elementary Secondary Education,Money Management,Statewide Planning,Employees

Do employees at public colleges and universities have better retirement benefits than K-12 employees? This is the central question in the new report &quot;Choice and Quality Among Retirement Plans for Educators.&quot; To answer this question, we evaluate the quality of higher education and K-12 retirement plans using five key variables: (1) Choice: Do employees have a choice over their retirement plan?; (2) Vesting: How long do employees have to stay in the system to qualify for employer-provided retirement benefits?; (3) Benefits: What is the value of the benefit that employees receive from their employers?; (4) Debt: Has the plan built up unfunded obligations, and how much are employers contributing toward those unfunded liabilities?; and (5) Social Security: Are employees covered by Social Security? The analysis shows that K-12 teachers are often offered different, worse retirement benefits than those offered to public higher education employees. When compared with higher education employees, K-12 teachers are less likely to have choice over their retirement benefits, they have to serve longer to qualify for those benefits, and the benefits are worth less. Moreover, the K-12 sector is more burdened by unfunded liabilities, whereas higher education retirement plans are able to direct a higher share of employer contributions straight toward employee benefits. Based on these findings, the authors recommend that states provide the same retirement plan options for all public sector employees. K-12 teachers should have the same choices in their retirement plans as their higher education counterparts. Beyond expanding the number of retirement options, states need to ensure that the options they offer are good ones, including short vesting periods, portability, and adequate employer contributions. Adopting these recommendations will give K-12 employees access to more and better retirement options.
Teacher Training to Meet Diverse Student Needs before Entering the Classroom: Teacher Preparation in 2017-18. Data Point. NCES 2021-046
Author: Merlin, Julia
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Student Diversity,Preservice Teacher Education,Public School Teachers,Private Schools,Low Income Students,Special Needs Students,English Language Learners

This Data Point looks at preservice coursework, or teacher preparation training, on meeting the needs of diverse student populations completed by U.S. private and public school teachers before the coronavirus pandemic. It uses data from the teacher survey of the 2017-18 National Teacher and Principal Survey (NTPS). The NTPS is a national sample survey of public and private K-12 schools, principals, and teachers. It can be used to make comparisons between the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers. Answers to the following two questions are examined: (1) Do public and private school teachers take different amounts of pre-service coursework on diverse student needs?; and (2) Does taking preservice coursework on diverse student needs vary by the year a teacher began teaching?
Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin. Occasional Paper Series 45
Author: Boldt, Gail, Ed.
Date: 2021-04-00
Type: Collected Works - General
Subjects: Personal Narratives,Biographies,Educational Theories,Interpersonal Relationship,Indigenous Knowledge,World Views,Story Telling,Memory,Play,Trauma,Place Based Education,Photography,Children,LGBTQ People

This issue of the Bank Street &quot;Occasional Paper Series&quot; is a labor of love. It testifies love for Jonathan Silin, who for 17 years served as Editor-in-Chief. This issue has been designed to exemplify two commitments that have shaped the decades of Jonathan's career and that will resonate with readers of the &quot;Occasional Paper Series&quot;: (1) Jonathan's passionate belief in the power of narrative; and (2) Jonathan's devotion to nurturing intergenerational relationships for creating conditions that can welcome newcomers into the extant world. To celebrate the spirit of Jonathan's lifetime of work, this issue has invited scholars to tell stories of education as hospitality, as welcoming the newcomer and the stranger, with all the complexities this involves. To create the issue itself as an act of welcoming, a group of curriculum theorists who are newer to the field --scholars whose voices are emerging as powerful representatives of a new generation of scholars-- were invited to write essays. Each of these theorists were paired with a more senior scholar, who wrote a response to their paired partner. In inviting the senior scholars to respond, they were asked to put narrative to use in welcoming the work of their partner, again exemplifying hospitality, creativity, and care. Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic.
Coming Back to Class: What Predicts Reenrollment of Students Who Have Stopped out of College?
Author: Becker, Joan
Date: 2021-04-00
Type: Reports - Research
Subjects: Stopouts,Reentry Students,Predictor Variables,College Students,Community Colleges,Student Characteristics,Student Attitudes,Academic Persistence,Public Colleges,At Risk Students,Barriers,Grade Point Average,Student Financial Aid,First Generation College Students,Student Employment,Paying for College,Decision Making,Parent Background,Educational Attainment,College Credits,School Schedules,Academic Achievement,Student School Relationship,Class Size,Health

This report for Success Boston, The Boston Foundation and the Boston Opportunity Agenda explores the many reasons why students at two institutions, Bunker Hill Community College and UMass-Boston, &quot;stopped out&quot; of their learning without a degree, and the reasons they did (or did not) return. The report also discusses ways in which other two- and four-year institutions might take the lessons of this report into practice.
BCTF Brief to the Minister of Education, the Honourable Jennifer Whiteside
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2021-01-15
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Shortage,Rural Education,Specialists,Teacher Recruitment,Teacher Persistence,Inclusion,Elementary Secondary Education,Student Evaluation,Formative Evaluation,Curriculum Development,Alignment (Education),High Stakes Tests,Information Storage,Student Records,Privacy,Data Collection,Academic Standards,Curriculum Implementation,Educational Policy,Outdoor Education,Indigenous Knowledge,Electronic Learning,Curriculum Evaluation,Integrated Learning Systems,Guidelines

British Columbia (BC) has experienced a significant teacher shortage for years. While every region of the province is impacted, rural and remote communities have experienced a worsening shortage especially during the pandemic. Additionally, there is a critical shortage of specialist teachers across the province. This Education Brief outlines five areas where a recommitted effort is needed to meaningfully and adequately address longstanding challenges and concerns in the BC public education system: (1) assessment and reporting; (2) curriculum and resources; (3) inclusive education; (4) the application of the &quot;United Nations Declaration on the Rights of Indigenous Peoples&quot; in the K-12 sector; and (5) teacher recruitment and retention.
Creating Conditions for Student Success: A Policymakers&apos; School Climate Playbook
Author: Aspen Institute, College Excellence Program
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,School Policy,State Policy,Policy Formation,Educational Environment,Academic Achievement,Educational Improvement,Educational Finance,Federal Aid,Check Lists,Student Centered Learning,School Culture,School Safety,Culturally Relevant Education,Educational Assessment,Leadership Role,Truancy,Classroom Observation Techniques,Stakeholders,Case Studies,Discipline Policy,State Departments of Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Prevention

The report contains real-world, proven school climate strategies to guide policymakers in building a comprehensive and coherent state-wide approach for improving school climate. It features 12 recommendations linked to existing state policy examples policymakers can use to build a comprehensive, coherent state-wide approach for improving school climate and student success. In addition to the report, the following resources identify funding opportunities, policy considerations, and tools for state policymakers to communicate the value of school climate work: (1) Federal Relief Funding to Build Healthy School Climates; (2) State Education Policy Checklist on School Climate; (3) School Climate Infographic; and (4) School Climate Letter of Support. As schools and communities seek to reinvent and recover in the midst of an active intersecting medical, economic, and racial crises, the time is ripe for state-level leaders to take an active role in helping schools create a positive learning environment for all students and teachers, both in-person and virtually. These tools support policymakers to ensure state-wide systems enable and empower supportive, safe and student-centered schools.
Keeping Safe Schools Open in a Pandemic: What BC Teachers Say We &quot;Still&quot; Need. Report of the 2021 BCTF Health and Safety Membership Survey
Author: British Columbia Teachers' Federation (BCTF) (Canada), Research Department
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Pandemics,COVID-19,School Closing,Disease Control,Public Schools,School Safety,Teacher Attitudes,Teaching Conditions,Hygiene,School Schedules,Faculty Workload,Teacher Burnout,Physical Health,Mental Health,Educational Environment,Barriers,Student Needs

Research has demonstrated the importance of schools for child well-being, and teachers across the province are working hard to meet the needs of all students in their classrooms. However, school communities are threatened where key health and safety measures are still not in place to protect against the risks of COVID-19. Almost 9 in 10 public school parents report having some concerns about their child's safety when they attend school during the pandemic. The &quot;2021 BCTF (British Columbia Teachers' Federation) Health and Safety Membership Survey&quot; was conducted in January 2021 to build a representative picture of the perspectives and needs of teachers across the province. According to the survey, over half of teachers (57.8%) who are working in BC schools report that they still do not feel safe. The lack of adequate safety procedures, as well as inadequate supports for learners with diverse needs and often complex medical vulnerabilities,5 have made some families feel that they are being forced out of the public education system. Knowing that most people in school communities would not get a vaccine until the 2020-21 school year is over, it is crucial to put in place key safety measures to keep schools open. As trusted advocates for conditions within classrooms, teachers are speaking out about the realities they and their students face everyday in BC schools.
Pathways to Economic Mobility: Identifying the Labor Market Value of Community College in Massachusetts. Understanding Boston
Author: Modestino, Alicia Sasser
Date: 2021-06-00
Type: Reports - Research
Subjects: Community Colleges,Outcomes of Education,Labor Market,Two Year College Students,Economic Factors,Well Being,Gender Differences,Minority Group Students,Academic Persistence,Racial Differences,Educational Attainment,Intellectual Disciplines,Associate Degrees,Wages,Low Income Students,Access to Education,Enrollment,Graduation,Time,Student Characteristics,Ethnicity,Socioeconomic Status,Employment Level,High School Graduates,College Graduates,Academic Achievement

This report provides a contribution to the growing public policy debate around how to combat structural inequality by quantifying the power of community college as a pathway to economic mobility. Until recently, it has been difficult to accurately estimate the return to a community college education in Massachusetts because numerous factors affect who enrolls, when they enroll, the rate at which they complete a credential, and the field of study that they pursue. The Commonwealth's State Longitudinal Data System (SLDS) allows the authors to build statistical models that untangle these patterns. The analysis consistently uncovers strong labor market returns to community college studies for young adults. Findings suggest efforts to position more students for community college success can play a meaningful role in building a more equitable Commonwealth. An appendix is included in the report. [Written with assistance from Phillip Rubin-Streit, Ioana Hulbert, and Dylan Jacovo. Edited by Antoniya Marinova and Sandy Kendall. This report was produced by the Kitty and Michael Dukakis Center for Urban and Regional Policy and MassINC.]