ethanporcaro/eric-fulltext-meta huggingface dataset:
From Integration to Cultural Consciousness: The Call for Culturally Engaging Environments on Community College Campuses. Insights on Equity and Outcomes. Issue 23
Author: Neal, Brandi
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Racial Integration,Consciousness Raising,Cultural Awareness,Culturally Relevant Education,Community Colleges,Minority Group Students,COVID-19,Pandemics,Barriers,College Environment

This brief raises the issue of how community colleges that are predominately white struggle with creating warm and welcoming campus environments to engage and equitably meet the cultural needs of their diverse learners, particularly for students who hold racially minoritized identities due to systems of oppression. Moving from integration to cultural consciousness begins with acknowledging and deconstructing the racist philosophies and practices that have historically been embedded in predominantly white institutions. To make this happen, the following barriers identified in this brief must be overcome to create gateways for institutional success: chilly campus environments and a sense of not belonging, color evasiveness, politics, and racial inequity; the absence of culturally responsive practices; and leadership that is not reflective of the student body.
Career and Technical Education: Annotated Bibliography
Author: Dean, Julia Catherine
Date: 2020-03-00
Type: Reference Materials - Bibliographies
Subjects: Vocational Education,Individualized Transition Plans,Students with Disabilities,Federal Legislation,Educational Legislation,High School Students,Inclusion,Academic Education,Learning Disabilities,Educational Quality,Foreign Countries,Educational Indicators,Intellectual Disability,Best Practices,Outcomes of Education,Student Placement,Vocational Maturity,Access to Education,Career Development,Career Readiness,Vocational Evaluation,Entrepreneurship,Poverty,Individualized Instruction,Agricultural Education,Portfolios (Background Materials),Rural Schools,Special Education,Rehabilitation Counseling,Educational Trends,Educational Benefits

Career and technical education (CTE) is a form of educational service that is centered around preparing students for the workforce. At its core, CTE is intended to bridge the gap between high school education and postsecondary employment by teaching employment skills to students while they are in high school. CTE is vital in transition planning because it can aid students with and without disabilities in preparing for postsecondary employment as well as postsecondary education. Transition planning is mandated by the Individuals with Disabilities Education Act (IDEA, 2004) through the Individualized Transition Plan (ITP) portion of the Individualized Education Plan (IEP) which is required to begin at least 16 years of age. Ideally students with disabilities should be included in CTE as the Perkins Act (2018) requires the inclusion of individuals with disabilities with CTE classes and programs. The literature presented in this annotated bibliography states that the involvement in CTE programs and classes is beneficial to students with a variety of disabilities. It allows for students with disabilities to learn a multitude of skills including job skills, functional life skills, work behaviors, academic skills, and real life training. Many articles state that students with disabilities should be more involved in CTE classes and programs. Overall, CTE has a positive effect on individuals with disabilities and they should be included in it.
High School Benchmarks 2020 with a COVID-19 Special Analysis: National College Progression Rates
Author: National Student Clearinghouse
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Academic Persistence,College Students,High Schools,Public Schools,Charter Schools,Private Schools,Institutional Characteristics,Low Income Students,Minority Group Students,Urban Schools,Rural Schools,Suburban Schools,STEM Education,Majors (Students),COVID-19,Pandemics,School Closing,Enrollment Rate,Socioeconomic Status,Disadvantaged Schools,Graduation Rate

This eighth annual report updates the key indicators of high school to college transition, persistence, and completion outcomes for high school graduates of 2019 and earlier. In addition, this year's report features a first look at the effect of COVID-19 on the immediate college enrollment rate of the high school graduating class of 2020. The COVID-19 Special Analysis 2020 estimates the impact of the pandemic on high school graduate numbers as well as the immediate postsecondary enrollment pathways for the graduating class of 2020. Analyses are based on a fixed panel of both high schools and colleges (the same subset of high schools and the same subset of colleges that reported data to the Clearinghouse within the same early time frame across all three comparison years, 2018-2020). The preliminary High School Benchmarks report for the class of 2020 shows that graduates of higher-income, low minority, and suburban high schools continue to demonstrate higher levels of college enrollment than their counterparts from low-income, high minority, and urban high schools. During COVID-19, enrollment gaps not only remain, but disparities are magnified particularly for students from low-income high schools. Based on preliminary data, there is little evidence that COVID-19 impacted high school graduation rates, but emerging evidence that the pandemic has impacted immediate college enrollments considerably, especially for low-income students, and particularly their access to public colleges. [For the 2019 report, see ED601213.]
Longitudinal Latent Variable Models Given Incompletely Observed Biomarkers and Covariates
Author: Ren, Chunfeng
Date: 2016-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Statistical Analysis,Data,Maximum Likelihood Statistics,Statistical Bias,Computation,Child Health,Obesity,Hierarchical Linear Modeling,National Surveys

In this paper, we analyze a two-level latent variable model for longitudinal data from the National Growth of Health Study where surrogate outcomes or biomarkers and covariates are subject to missingness at any of the levels. A conventional method for efficient handling of missing data is to reexpress the desired model as a joint distribution of variables, including the biomarkers, that are subject to missingness conditional on all of the covariates that are completely observed, and estimate the joint model by maximum likelihood, which is then transformed to the desired model. The joint model, however, identifies more parameters than desired, in general. We show that the over-identified joint model produces biased estimation of the latent variable model, and describe how to impose constraints on the joint model so that it has a one-to-one correspondence with the desired model for unbiased estimation. The constrained joint model handles missing data efficiently under the assumption of ignorable missing data and is estimated by a modified application of the expectation-maximization (EM) algorithm. [This paper was published in &quot;Statistics in Medicine&quot; v35 n26 p4729-4745 2016.]
COVID-19 Transfer, Mobility, and Progress: First Look Fall 2020 Report. First in the Series
Author: Causey, J.
Date: 2020-10-27
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Student Mobility,Barriers,Enrollment,College Freshmen,Reentry Students,Institutional Characteristics,Enrollment Trends,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Undergraduate Students

Even before the pandemic turned the higher education landscape on its head, many college students intending to transfer struggled to manage the complexities of available transfer options, a task particularly daunting for underrepresented student groups. Early disruptions in institutional reopening plans due to COVID-19, coupled with the disparate economic and health impacts of COVID-19 across different populations, make navigating transfer options even more difficult. Black, Hispanic, and indigenous populations in the U.S. have seen disproportionately high COVID-19 cases and virus-related deaths compared to Whites. Additionally, though loss of academic credits upon transfer has widened transfer gaps, many colleges are streamlining the transfer process in an effort to fill seats and improve diversity amidst the pandemic, but the scope and impact of this trend remains unclear. This new research series quantifies the impact of the pandemic on the various transfer pathways. The current report is a first look into how these patterns may be changing roughly one month into the fall semester of 2020 (as of September 24).
High-Stakes Test Impact on Student Motivation to Learn
Author: Dawadi, Saraswati
Date: 2020-10-00
Type: Journal Articles
Subjects: High Stakes Tests,Secondary School Students,Grade 10,Adolescents,Public Schools,Language Tests,Pretests Posttests,Student Attitudes,Parent Attitudes,Test Construction,English (Second Language),Second Language Learning,Learning Motivation,Foreign Countries

This paper reports on a study that explored the impacts of the Secondary Education Examination (SEE) English test on students' motivation to learn English. Unlike previous studies on test impact, this study has extensively explored both the pre-test and post-test impacts of the test on students' motivation to learn English. The data generated through a longitudinal survey among 247 SEE candidates and semi-structured interviews with six students and their parents in both the pre-test and post-test contexts indicates that the majority of students (79%) were motivated to learn English in the pre-test context but more than half of the students (54%) were discouraged from learning English in the post-test context. There were several reasons behind their demotivation to learn English in the post-test context including unfair judgement in the test and poor conduction of its speaking test. Pedagogical implications of the study have been discussed.
Equity and Justice: How One Community College Addressed Racial Equity Gaps through a Professional Development Opportunity. Pathways to Results. Implementation Partnerships Strategy Brief
Author: James-Gallaway, Chaddrick D.
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Equal Education,Racial Discrimination,Faculty Development,College Faculty,Administrators,School Personnel,Achievement Gap,African American Students,Hispanic American Students,Social Justice

Harold Washington College (HWC), one of seven institutions in the City Colleges of Chicago system, is a minority-serving community college. During the 2018-2019 academic year, HWC was a recipient of the Pathways to Results (PTR) Implementation Communities grant funded by the Illinois Community College Board (ICCB), with support from the Office of Community College Research and Leadership (OCCRL). The college's PTR project focused on identifying how white supremacist capitalistic patriarchy harmed the institution and its racially minoritized students (James-Gallaway, 2019). Institutional policies and inequitable processes, often benefiting white students, have caused instances of academic underperformance of racially minoritized students, regardless of their intellectual abilities. The PTR team recognized that dismantling deficit mindsets was critical to closing existing racial equity gaps and created a 16-week professional development Equity and Justice Leadership Academy (EJLA) (James-Gallaway, 2019). A key component of the EJLA's formation was through the lens of culturally sustaining pedagogies (Paris, 2012, 2016; Paris &amp; Alim, 2017) and other equity-based, focused models around culturally relevant pedagogy based on the work of Ladson-Billings (2000) and Freire (1995). The EJLA intended to increase participants' understanding of equity and justice and influence their future actions to improve campus conditions for racially minoritized students.
Perceptions of the Public on Women&apos;s Education and Employment: Evidence from the World Values Survey, 2016
Author: Dom, Vannak
Date: 2018-08-00
Type: Journal Articles
Subjects: Females,Higher Education,Womens Education,Women Faculty,Equal Opportunities (Jobs),Public Opinion,Age Differences,Gender Differences,Socioeconomic Influences,Religious Factors,Marital Status,Employed Women,Gender Bias,Equal Education,Employment Qualifications,Cultural Influences,Sex Stereotypes,Educational Attainment,Social Class,Family Structure

This study is an attempt to explore the perceptions of the public on women in higher education and employment, using data from the World Value Survey, had 90,350 respondents, of which 48.03% are male (N=43,391) and 51.87% are female (N=46,878). This study indicated that women, younger people, upper class people, religious people, and married people are more likely to have strong views against women's education and employment.
Disfigured History: How the College Board Demolishes the Past
Author: Randall, David
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,History Instruction,World History,Social Bias,Social Justice,European History,United States History,College Readiness,College Bound Students,Test Content,Standardized Tests,High School Seniors,Testing

Since 2014 the College Board has continued to revise and develop the Advanced Placement European, United States, and World History examinations. It keeps getting in trouble. Many critics have excoriated the College Board for teaching history grossly politicized to the left--history without the history of freedom, history that teaches hatred of America and Europe, and history to promote social justice activism and the welfare state. Some progressive critics have criticized the World History exam for being &quot;too Eurocentric.&quot; Critics also censure the College Board for micromanaging what history will be taught: the College Board's latest rounds of history Course and Exam Descriptions are far more detailed and intrusive than their predecessors. The College Board possess is no small educational niche, but an effective monopoly on advanced placement history testing. More than 900,000 students now take AP History examinations each year: in 2019, 100,655 took European History, 496,573 took United States History, and 313,317 took World history. The College Board markets its &quot;advanced placement&quot; tests for college readiness: &quot;Students with AP on their high school transcripts show exposure to rigorous, college-level curricula--a key element of college readiness.&quot; This essay largely consists of critiques of the latest round of College Board advanced placement history examinations. David Randall outlines what advanced placement history examinations should be, so that the reader may judge how badly the College Board's examinations fall short of that ideal. He ends the essay with recommendations to provide the College Board with competition from new providers of standardized assessments. It may also serve as recommendations to such new providers, when they emerge.
Educators in Career and Technical Education: Annotated Bibliography
Author: Dean, Julia Catherine
Date: 2020-03-00
Type: Reference Materials - Bibliographies
Subjects: Vocational Education Teachers,Students with Disabilities,Individualized Transition Plans,Special Education Teachers,Employment Potential,Severe Disabilities,Teacher Attitudes,College Faculty,Teaching Methods,Teacher Effectiveness,Self Esteem,Secondary School Teachers,Labeling (of Persons),Student Behavior,Student Characteristics,Teacher Characteristics,Expectation,Academic Accommodations (Disabilities),Outcomes of Education,School Counselors,Counselor Role,Community Based Instruction (Disabilities),Education Work Relationship,Inclusion,Vocational Education,Advisory Committees,Cultural Differences,Equal Education,Educational Legislation,Federal Legislation

The term educator is defined as, &quot;one skilled in teaching (Merriam-Webster)&quot;. In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to students with disabilities. The topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process. The literature summarized in this annotated bibliography states there is often a disconnect between special education teachers and CTE teachers. The literature also states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.
Exploring Teachers&apos; Influence on Student Success in an Online Biology Course. REL 2021-056
Author: Hughes, John
Date: 2021-01-00
Type: Reports - Research
Subjects: Online Courses,Biology,Secondary School Science,High School Students,Teacher Influence,Success,Electronic Learning,Educational Technology,Academic Persistence,Science Tests,Scores,Time,Student Characteristics,Teaching Methods,Virtual Schools,High School Teachers,Science Teachers

Instruction plays a critical role in student success. However, most studies of teachers' effects on student learning focus on face-to-face settings. Some aspects of online courses, such as the choice of synchronous or asynchronous instruction and the course structure, might reduce teachers' influence on their students. This study of an online high school biology course offered by Florida Virtual School examined the variation in students' course segment (similar to semester) completion rates, end-of-segment exam scores, and time to segment completion that is attributable to the influence of teachers. Students' scores on the end-of-segment exam varied only slightly across teachers, while completion rates and time to completion varied more. [For the appendixes, see ED609865; for the study snapshot; see ED609866.]
Exploring Teachers&apos; Influence on Student Success in an Online Biology Course. Appendixes. REL 2021-056
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Research
Subjects: Online Courses,Biology,Secondary School Science,High School Students,Teacher Influence,Success,Electronic Learning,Educational Technology,Academic Persistence,Science Tests,Scores,Time,Student Characteristics,Teaching Methods,Virtual Schools,High School Teachers,Science Teachers

These are the appendixes for the report, &quot;Exploring Teachers' Influence on Student Success in an Online Biology Course.&quot; This study of an online high school biology course offered by Florida Virtual School examined the variation in students' course segment (similar to semester) completion rates, end-of-segment exam scores, and time to segment completion that is attributable to the influence of teachers. Three appendices are included in the document: (1) Methods; (2) Supporting analyses; and (3) Descriptive analyses. [For the full report, see ED609863; for the study snapshot; see ED609866.]
Exploring Teachers&apos; Influence on Student Success in an Online Biology Course. Study Snapshot. REL 2021-056
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Online Courses,Biology,Secondary School Science,High School Students,Teacher Influence,Success,Electronic Learning,Educational Technology,Academic Persistence,Science Tests,Scores,Time,Student Characteristics,Teaching Methods,Virtual Schools,High School Teachers,Science Teachers

Instruction plays a critical role in student success. However, most studies of teachers' effects on student learning focus on face-to-face settings. Some aspects of online courses, such as the choice of synchronous or asynchronous instruction and the course structure, might reduce teachers' influence on their students. For example, online courses that are highly prescriptive, with teachers using the same materials, assignments, and assessments, might lessen online teachers' influence on student outcomes. By reducing the variation in teachers' instructional practices, highly structured online courses might also reduce differences in student performance across teachers compared with face-to-face instruction. This study of student outcomes for segment 1 (similar to a semester) of an online high school biology course offered by Florida Virtual School examined the amount of variation in segment completion rates, students' end-of-segment exam scores, and time to completion that is attributable to teachers. Determining teachers' influence on students' course outcomes requires separating the influence of differences in teachers' instruction from the influence of differences in student characteristics. The analyses in this study looked at the total variation across students' course outcomes and attributed it to differences between teachers or between students. [For the full report, see ED609863; for the appendixes, see ED609865.]
County Maps of the English Learner (EL) Population. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Counties,Maps,Enrollment Trends,Trend Analysis,Preschool Education,Elementary Secondary Education

This Fast Fact report presents county maps of the English learner population. The first group of maps depict the total number and percentage of students identified as English Learners (ELs) in schools by county in SY 2015-16. The last map depicts changes in EL population numbers between SY 2011-12 and SY 2015-16. [For an earlier version of this report, see ED564273.]
Developing School Information Program: Integrated Management System Based on Character Value at SMP Negeri 9 Tapung
Author: Yahya, Muhammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Junior High Schools,Information Systems,Student Records,Student Characteristics,Data Collection,Student Interests,Extracurricular Activities,Discipline,Academic Achievement,Student Behavior,Integrity,Student Responsibility,Student Attitudes,Interpersonal Competence,Self Esteem,Moral Values,Foreign Countries

This research aims to develop a student data management system at 9 Tapung Junior High School (SMP) Negeri 9 Tapung, which has not documented using a computer or school web using text-based programming languages like HTML, JavaScript, CSS, and PHP. The student information system design at SMP Negeri 9 Tapung in its manufacture uses a literacy methodology where each phase can be carries repeatedly until it gets the desired results. The phase of system manufacture is the investigation, analysis, design, and implementation. To make this application, the author uses PHP and MySQL. This development research results create a student information system application that can display school data, student data, which graphics form, and its development, including data on the development of honesty and discipline. The system also displays the student interests and talents observed, extracurricular activities, student violations, and achievement. This application still needs development, refinement, the addition of features, and suggestions, and criticism from all related parties to create a better and structured information system to improve the quality and character of SMP Negeri 9 Tapung.