ethanporcaro/eric-fulltext-meta huggingface dataset:
Oklahoma K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 18
Author: DiPerna, Paul
Date: 2014-01-28
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Choice,State Surveys,Telephone Surveys,Public Opinion,Educational Policy,Public Schools,School Effectiveness,Educational Finance,Private Schools,Charter Schools,Educational Vouchers,Scholarships,Tax Credits,Standardized Tests,Accountability

The &quot;Oklahoma K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Oklahoma registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Oklahomans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Oklahoma voters responded to more than 20 substantive questions and items, as well as eight demographic questions. This project also included a couple of split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results (&quot;topline numbers&quot;), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
Missouri K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 19
Author: DiPerna, Paul
Date: 2014-05-06
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Choice,State Surveys,Telephone Surveys,Public Opinion,Educational Policy,Public Schools,School Effectiveness,Educational Finance,Private Schools,Charter Schools,Educational Vouchers,Scholarships,Tax Credits,State Government,Expenditure per Student,Transfer Policy

The &quot;Missouri K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Missouri registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Missourians stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Missouri voters responded to more than 20 substantive questions and items, as well as eight demographic questions. This project also includes one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results (&quot;topline numbers&quot;), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
Minnesota K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 23
Author: DiPerna, Paul
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Choice,State Surveys,Telephone Surveys,Public Opinion,Educational Policy,Public Schools,School Effectiveness,Educational Finance,Private Schools,Charter Schools,Educational Vouchers,Scholarships,Tax Credits,Unions,Advocacy

The &quot;Minnesota K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Minnesota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Minnesotans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Minnesota voters responded to more than 20 substantive questions and items, as well as seven demographic questions. This project also included three split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results (&quot;topline numbers&quot;), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
Nevada K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 22
Author: DiPerna, Paul
Date: 2015-03-12
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Choice,State Surveys,Telephone Surveys,Public Opinion,Educational Policy,Public Schools,School Effectiveness,Educational Finance,Private Schools,Charter Schools,Educational Vouchers,Scholarships,Tax Credits,State Government,Taxes,Educational Facilities Improvement

The &quot;Nevada K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Nevada registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Nevadans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Nevada voters responded to more than 20 substantive questions and items, as well as six demographic questions. This project also included two split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results (&quot;topline numbers&quot;), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
Final Report: Early Words Together--Impact on Families and Children
Author: Wood, Clare
Date: 2015-03-00
Type: Reports - Research
Subjects: Young Children,Literacy Education,Family Programs,Peer Teaching,Volunteers,Family Environment,Small Group Instruction,Parent Role,Reading Skills,Language Skills,Play,Participation,Attachment Behavior,Parent Child Relationship,School Readiness,Check Lists,Foreign Countries,Recruitment

Early Words Together is a National Literacy Trust programme that develops young children's communication, language and literacy through the support of families by peer volunteers. Over six weeks, the programme brings practitioners and volunteers together to enable target families to improve their home learning environment for children aged two to five. The programme is delivered through small group sessions of one and a half hours, and includes an important peer support factor that helps parents: (1) Understand why they are important to their child's reading and language development; (2) Adopt effective activities to enrich their play, engagement and attachment with their child; and (3) Benefit and increase their child's literacy, communication and language development. The two-year pilot programme, funded by the Department of Education, was rolled out in 120 children's centres and early years settings from April 2013 to March 2015, involving nearly 1,000 volunteers and 1,850 parents. A school readiness checklist is appended. This report highlights the findings of the evaluation and provides key recommendations.
Young People's Literacy in Middlesbrough in 2013: One Year On
Author: Clark, Christina
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Literacy,Reading Attitudes,Reading Habits,Reading Achievement,Writing Ability,Writing Achievement,Writing Attitudes,Communication Skills,Self Efficacy,National Surveys,Student Attitudes,Gender Differences,Bayesian Statistics,Socioeconomic Background,Cohort Analysis,Comparative Analysis,Educational Opportunities,Reading Improvement,Writing Improvement,Tables (Data),Reading Materials,Statistical Data,Educational Assessment,Educational Indicators,Elementary Secondary Education

This report presents second year information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines information about their confidence in their own communication skills and how they feel about communication skills generally. To contextualise the information about children and young people's literacy in Middlesbrough, their responses are compared with data from the year before and with findings from a wider national survey that was conducted in November/December 2013 with 29,420 children and young people aged 8 to 16.
Investigating the Impact of the Premier League Reading Stars Programme on Children's Attainment
Author: Pabion, Clémence
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Reading Programs,Program Effectiveness,Reading Achievement,Writing Achievement,Elementary School Students,Secondary School Students,Poverty,Lunch Programs,Eligibility

The evaluation of the Premier League Reading Stars (PLRS) programme in 2013 has established that the intervention is having a positive impact on the attainment of participating children in reading and writing: Three out of four children made at least six months' progress in just ten weeks. One child in three made a year's progress or more. The programme typically ran over ten weeks. During this time 63% of the pupils made up to a year's progress in reading (one or two sub-levels) and 11.5% made more than a year's progress (three or more sublevels). This is a wonderful achievement for young people whose reading skills were not improving prior to taking part in the intervention. The programme targets primarily children with low attainment and low engagement with reading and writing. Most participants are boys (80%), aged 7 to 15 in either primary (for the majority) or secondary schools. Additionally, the programme is offered to schools with a high number of children on free school meals (FSM). Used as a proxy to assess level of economic poverty, the FSM status enables the National Literacy Trust's programmes to target children from deprived backgrounds.
School Choice Signals: Research Review and Survey Experiments
Author: Carpenter, Dick M., II
Date: 2014-01-00
Type: Reports - Research
Subjects: School Choice,Educational Policy,Educational Change,Educational Improvement,State Legislation,Multiple Regression Analysis,Low Income,Educational Vouchers,Taxes,Competition,Freedom,Equal Education,Statistical Analysis,Surveys

For the past several decades, a perennial topic on surveys about education has been school choice. Interest in public opinion about choice is more than just &quot;nice to know.&quot; The results are often used to support or oppose choice in general or specific choice initiatives under consideration or adopted by state legislatures and even school boards. Until recently, however, surveys about school choice have been limited in their scope and not particularly sophisticated, reducing their utility. In particular, few have used experimental designs, most are analyzed with simple descriptive statistics, and important topics are understudied. In response, this report uses a survey experiment to examine four research questions: (1) Is there a significant difference in support for choice based on reasons for school choice? (2) Is there a significant difference in levels of agreement with reasons for school choice? (3) Which type of choice enjoys the strongest support? and (4) How does a policy of school choice compare to other reform initiatives in their perceived efficacy for school improvement? Data were collected from a national sample of 1,000 respondents as part of the post-election wave of the Cooperative Congressional Election Study (CCES). Analyses used multiple regression and repeated measure ACOVA. Results indicated when presented with six different school choice options, respondents most favored tax credits and least favored low-income vouchers, with only trivial differences in support among the remaining types of choice. When asked to rate the efficacy of choice among other types of reform, results indicated school choice through vouchers was not seen as the most efficacious way to reform education in the U.S. (that designation belonged to smaller class sizes), but it was also not seen as the least (longer school days was so identified). Across three different reasons--freedom, competition, and equality--freedom was significantly more salient among participants. However, freedom's salience generally did not translate to a difference in support for various forms of choice. In fact, in only a few instances were there significant differences in support for choice based on any of the three reasons.
School Choice and Economic Growth: A Research Synthesis on How Market Forces Can Fuel Educational Attainment
Author: Keating, Raymond J.
Date: 2015-02-00
Type: Reports - Research
Subjects: School Choice,Economic Development,Educational Attainment,Economics,Competition,Educational Quality,Employment,Productivity,Income,Elementary Secondary Education,Public Education,Entrepreneurship,Innovation,Costs

Economic growth typically results when businesses, workers, investors, and entrepreneurs are free to compete, innovate, and work to better serve consumers by supplying new or improved goods and services. These incentives govern the marketplace, and when built upon a sound foundation of property rights, the rule of law, open trade, minimal governmental burdens, and price stability, economic growth and prosperity emerge. Unfortunately, when it comes to primary and secondary education in the United States, the entire structure runs counter to such a market system. Given the dominant role of government in educating children, and the accompanying political decisions, special interest influences, lack of real competition, and the rewarding of failure with increased budgets and staff, the entire public education structure is not designed to generate needed academic results. True choice and competition in education would shift that system's incentives dramatically, with the education entrepreneurs and providers focused on supplying added value to the customers, that is, students and parents. The resulting improvement in educational quality and attainment would raise productivity, personal earnings, and the overall economy. Expanding school choice and competition--ideally, transforming a government monopoly into a universal school choice system--would significantly boost both educational attainment and education quality. In turn, economic growth would be spurred through an assortment of channels. This research synthesis offers 10 ways school choice would aid economic growth, discusses 5 factors that contribute to the economy and its growth, and describes 10 key channels for expanded school choice to feed economic growth. The report concludes that when choice and competition in education are truly expanded in a substantive, substantial way, the benefits will flow forth in terms of improving educational attainment and quality, thereby boosting U.S. productivity, innovation, entrepreneurship, and economic growth.
Oxfordshire Reading Campaign Final Evaluation Report: September 2012-2014
Author: Pope, S.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Programs,Elementary School Students,Reading Skills,Reading Achievement,Reading Tests,Standardized Tests,Reading Motivation,Recreational Reading,Teacher Aides,Literacy Education,Program Effectiveness,Achievement Gains,Program Design,Academic Standards,Self Esteem,Student Attitudes,Aspiration,Volunteers,Community Involvement

In 2012, Oxfordshire County Council commissioned the National Literacy Trust to deliver a two-year campaign, the Oxfordshire Reading Campaign, to address falling Key Stage 1 literacy levels in the county's primary schools, which were amongst the worst in the country. The aims of the campaign were to increase the proportion of children reaching the expected level of 2b in national reading assessment tests (and preferably to surpass this), as well as to help instill a love of reading in children and create communities where reading for enjoyment is supported. While all schools in the county were welcome to participate, 81 target schools were identified, through analysis of national reading assessment test results and other data, as those that would most benefit from the campaign, and were therefore strongly encouraged to join. The majority of the schools that participated in the campaign came from this target group. This report will look in further detail at how the campaign was designed and delivered and will reveal how these successes were achieved. It will also indicate the challenges faced during the two years and how they were addressed, before discussing the campaign's legacy and the support offered to enable schools to continue building on their success.
Practitioner Perspectives: Children's Use of Technology in the Early Years
Author: Formby, Susie
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Technology Uses in Education,Early Childhood Education,Preschool Children,Online Surveys,Preschool Teachers,Language Acquisition,Communication Skills,Reading,Handheld Devices,Teacher Surveys,Parent Attitudes,Teacher Attitudes,Barriers,Books,Printed Materials,Self Esteem,Recreational Reading,Access to Computers,Foreign Countries

This research, a collaboration between Pearson and the National Literacy Trust, was designed to explore the use of technology by children in the early years. In 2013 Pearson and the National Literacy Trust invited practitioners who work with three to five-year-olds to take part in an online survey to explore how they support children's language and communication skills. One of their main interests was to explore how often practitioners and children engage in reading-related activities when in settings, and how often they use technology, in particular touch-screen devices, in their setting. 362 practitioners took part in the survey between May and July 2013. As part of this research, Pearson and the National Literacy Trust sought the views and explored the practices of parents of children aged three to five. Among the findings, the research found that one in five early years practitioners say that children have access to a touch screen in their setting. Practitioners have positive attitudes toward children's use of touchscreen devices in their settings. For example, the majority of practitioners think it is important for children to learn to use technology from an early age. Yet, the majority of early years practitioners use books and non-technology for their daily activities with children due to a number of barriers (for example, lack of finances, lack of resources) to integrating touchscreen technology in early years settings. An appendix contains table and data. [For the parent survey, see ED560656.]
Parents' Perspectives: Children's Use of Technology in the Early Years
Author: Formby, Susie
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Technology Uses in Education,Handheld Devices,Telecommunications,Literacy Education,Parents as Teachers,Language Acquisition,Emergent Literacy,Communication Skills,Language Skills,Books,Parent Attitudes,Parent Influence,Reading Habits,Reading Aloud to Others,Recreational Reading,Barriers,Socioeconomic Influences,Reading Skills,Online Surveys,Young Children,Foreign Countries

Technology is playing an increasingly large role in children's reading, writing and daily lives. In the last year use of tablet computers by five to 15-year-olds has increased three-fold (14% to 42%) and 28% of three to four-year-olds use a tablet computer. However, little attention has been paid to the impact of new technologies on children's literacy practices. This is despite the fact that technology has become available that is more age-appropriate for children in the early years--particularly with the introduction of touch-screen devices. This report explores the activities parents engage in at home that support children's language and literacy development, and how these activities relate to communication and language outcomes at five years old. It also investigates how often parents use books and touch-screen devices (e.g. tablet computers or Smartphones) to engage in a variety of activities with their child at home, as well as parents' attitudes towards books and technology. An appendix includes communication and language outcomes as well as additional tables and data. [For the practitioner survey, see ED560655.]