ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Interaction Shapes Infants&apos; Earliest Links between Language and Cognition
Author: Danilov, Igor Val.
Date: 2019-00-00
Type: Journal Articles
Subjects: Infants,Language Acquisition,Classification,Communication Skills,Caregiver Child Relationship,Sino Tibetan Languages,English,Second Languages,Vocabulary Development,Object Permanence,Correlation,Schemata (Cognition),Intelligence,Interpersonal Relationship,Psycholinguistics

The article observes studies of word categorization in 3- to 4-months-old infants questioning their main conclusion that young infants may categorize words themselves. The review shows that there is no bilateral communication between them and adults as well as any perceptual interaction that can help infants acquire language. And yet language acquisition requires children to begin categorizing objects even before they initiate to develop their communication -- which happens only from the age of 12 months -- since they need to already understand social reality with a minimum set of its phenomena before any communication. Hence, the idea of some mental collaboration between young infants and their caregivers that helps them to acquire a first language makes sense, and these studies show the manifestation of such non-perceptual social interaction. There is every reason to believe that the authors of the analyzed researches excluded any perceptual interaction from experiments that could help infants improve their performance, which also supports this above idea. Their weak results with Cantonese language gives another reason to think so, since English-speaking caregivers (and/or supervisors) could not mentally help infants categorize words during this experiment, as they did not understand Cantonese language.
Affirming Independence: Exploring Mechanisms Underlying a Values Affirmation Intervention for First-Generation Students
Author: Tibbetts, Yoi
Date: 2016-00-00
Type: Journal Articles
Subjects: First Generation College Students,Biology,Science Instruction,Longitudinal Studies,Grade Point Average,Comparative Analysis,Intervention,Prediction,Mathematics Tests,Working Class,Mathematics Achievement,Laboratory Experiments,Student Attitudes,Achievement Gap,Social Values,Social Class,Self Concept,Self Esteem,Writing (Composition),Outcomes of Education,Gender Differences,Personal Autonomy

First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation college students, and found that the treatment effect on grades persisted 3 years later. First-generation students in the treatment condition obtained a GPA that was, on average, 0.18 points higher than first-generation students in the control condition, 3 years after values affirmation was implemented (Study 1A). We explored mechanisms by testing whether the values-affirmation effects were predicated on first-generation students reflecting on interdependent values (thus affirming their values that are consistent with working-class culture) or independent values (thus affirming their values that are consistent with the culture of higher education). We found that when first-generation students wrote about their independence, they obtained higher grades (both in the semester in which values affirmation was implemented and in subsequent semesters) and felt less concerned about their background. In a separate laboratory experiment (Study 2) we manipulated the extent to which participants wrote about independence and found that encouraging first-generation students to write more about their independence improved their performance on a math test. These studies highlight the potential of having FG students focus on their own independence.
School Effects on Socio-Emotional Development, School-Based Arrests, and Educational Attainment. Working Paper No. 226-0220
Author: Jackson, C. Kirabo
Date: 2020-02-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Crime,Educational Attainment,Student School Relationship,Student Welfare,School Effectiveness,Grade Point Average,College Attendance,Outcomes of Education,Value Added Models,Standardized Tests,Scores,Urban Schools,Public Schools,Grade 9,Economically Disadvantaged,African American Students,Hispanic American Students,High School Students,Adolescents,Interpersonal Competence,Study Habits,Academic Persistence,Predictor Variables,Sense of Community,Learner Engagement

Using value-added models, we find that high schools impact students' self-reported socio-emotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools' test score impacts, schools that improve SED, reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Results suggest that adolescence can be a formative period for socio-emotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection.
Assessing the Accuracy of Elementary School Test Scores as Predictors of Students&apos; High School Outcomes. Working Paper No. 235-0520
Author: Goldhaber, Dan
Date: 2020-05-00
Type: Reports - Research
Subjects: Elementary School Students,Student Evaluation,Testing,Scores,Accuracy,Predictor Variables,High School Students,Outcomes of Education,Achievement Tests

Testing students and using test information to hold schools and, in some cases, teachers accountable for student achievement has arguably been the primary national strategy for school improvement over the past decade and a half. Tests are also intended to be used as a diagnostic tool to identify individual student needs, so that students can be set on a trajectory for long-term academic success. We use panel data from three states -- North Carolina, Massachusetts and Washington State -- to investigate how accurate early measures of achievement are in predicting later high school outcomes. We contribute to the literature in three distinct ways. First, the long panels we employ allow us to quantify the accuracy of models predicting how early (3rd and 4th grade) measures of student background and achievement predict several later schooling outcomes: 8th grade test achievement, high school course-taking, and high school graduation. Second, we test the extent to which predictions based on distinct segments of student data (e.g. grades 3 to 8, then 8 to 12) sacrifice forecast accuracy; this is of particular policy relevance for states or localities that do not yet have long administrative data panels. Finally, we test the degree to which the use of parameter estimates from models predicting schooling outcomes derived from one state diminish the accuracy of predicting outcomes in other states.
Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom. Working Paper No. 236-0520
Author: Krieg, John
Date: 2020-05-00
Type: Reports - Research
Subjects: Human Capital,Student Teaching,Beginning Teachers,Academic Achievement,Teacher Effectiveness,Career Readiness,Teacher Education,Individual Differences,Elementary School Teachers,Secondary School Teachers,Poverty,Correlation,Alignment (Education)

We use a novel database of student teaching placements in Washington State to investigate teachers' transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find that first-year teachers are more effective when they are teaching in the same grade, in the same school level, or in a classroom with student demographics similar to their student teaching classroom. We also document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher-poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness.
Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators
Author: McIntosh, Kent
Date: 2020-00-00
Type: Reports - Research
Subjects: Disproportionate Representation,Discipline,Reports,Racial Bias,African American Students,Program Effectiveness,Principals,Elementary Secondary Education,Social Justice,Equal Education,Intervention,Planning,White Students,Racial Differences,Goal Orientation,Educational Administration

One commonly-used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools, with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial, in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports, but no meaningful change in disciplinary equity or equity goal setting. [This paper will be published in &quot;Educational Researcher.&quot;]
School Segregation at the Classroom Level in a Southern &apos;New Destination&apos; State. Working Paper No. 230-0220
Author: Clotfelter, Charles T.
Date: 2020-04-00
Type: Reports - Research
Subjects: School Segregation,Racial Segregation,Classroom Environment,Middle School Students,High School Students,Minority Group Students,White Students,African American Students,Hispanic American Students,Equal Education,Racial Composition,Enrollment,Classroom Desegregation,Student Placement,Advanced Courses,Advanced Placement

Using detailed administrative data for public schools, we document racial and ethnic segregation at the classroom level in North Carolina, a state that has experienced a sharp increase in Hispanic enrollment. We decompose classroom-level segregation in counties into within-school and between-school components. We find that the within-school component accounted for a sizable share of total segregation in middle schools and high schools. Recognizing its importance could temper the praise for school assignment policies that reduce racial disparities between schools but allow large disparities within them. More generally, we observe between the two components a complementary relationship, with one component tending to be large when the other one is small. Comparing the degree of segregation for the state's two largest racial/ethnic minority groups, we find that White/Hispanic segregation was more severe than White/Black segregation, particularly within schools. Analyzed as separate administrative units, schools with large shares of Black students tended to have more White/Black segregation across classrooms than schools with smaller shares. Finally, we examine enrollment patterns by course and show that school segregation brings with it differences by race and ethnicity in the courses that students take, with White students more likely to be enrolled in advanced classes.
Distance Learning During COVID-19: 7 Equity Considerations for Schools and Districts. Issue Brief
Author: Tinubu Ali, Titilayo
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Public Health,Disease Control,Public Schools,Elementary Secondary Education,At Risk Students,Minority Group Students,Low Income Students,Access to Computers,Internet,Distance Education,Educational Technology,Educational Resources,School Districts,Board of Education Role,Instructional Materials,Special Needs Students,English Language Learners,Faculty Development,Mental Health,Health Services,Parent Role,COVID-19,Pandemics,School Closing

Government officials are taking swift public health actions to slow the rapidly spreading COVID-19 pandemic. By the end of March, statewide school closures affected 55.1 million K-12 public school students across the country. While school closures affect all students, students from underserved communities feel this impact even greater. Data on digital disparities reveal that nearly 20 percent of African American children ages 3-18 and 21 percent of families earning less than $40,000 per year have no access to the internet at home. This Issue Brief reviews publicly available digital learning plans for the seventeen states covered by the Southern Education Foundation to see how schools and districts are meeting the needs of their most vulnerable students and families. They have taken different approaches for distance learning based on the needs of their student populations, grade level, and current technology or infrastructure. To help schools and districts determine what is best for their students and communities, the brief provides these equity considerations along with examples of how some districts are addressing these issues now.
The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention. Working Paper No. 231-0220
Author: Theobald, Roddy
Date: 2020-02-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Education Programs,Teacher Persistence,Employment Level,Beginning Teachers,Elementary Secondary Education,Special Education,Teacher Certification,Preservice Teacher Education,College Graduates,Teacher Selection,General Education,Teaching Methods,Students with Disabilities,Student Teaching,Cooperating Teachers,Predictor Variables,Teacher Shortage,Public School Teachers

We use data on the teacher preparation experiences and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of special education teacher preparation, workforce entry, and early career retention. We find high rates of workforce entry for special education candidates (over 80%), but we document considerably lower rates of entry into special education classrooms for candidates who hold a dual endorsement in special education and another subject. We also find that special education teachers who are dual endorsed and begin their careers teaching in special education classrooms are less likely stay in these classrooms. Both sets of findings are supported by an instrumental variable analysis that exploits passing score cutoffs on required licensure tests to provide plausibly causal evidence that obtaining a dual endorsement significantly reduces the likelihood that special education candidates teach in special education classrooms.
Testing, Teacher Turnover and the Distribution of Teachers across Grades and Schools. Working Paper No. 229-0220
Author: Fuchsman, Dillon
Date: 2020-02-00
Type: Reports - Research
Subjects: Testing,Faculty Mobility,Teacher Distribution,High Stakes Tests,Accountability,Stress Variables,Teacher Persistence,Beginning Teachers,Predictor Variables,Probability,Elementary Secondary Education

Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers' satisfaction with their jobs and could be a major contributor to teacher attrition. In this paper, we exploit changes in the tested grades and subjects in Georgia to study the effects of eliminating high-stakes testing on teacher turnover and the distribution of teachers across grades and schools. To measure the effect of testing pressures on teacher mobility choices we use a &quot;difference-in-differences&quot; approach, comparing changes in mobility over time in grades/subjects that discontinue testing vis-à-vis grades/subjects that are always tested. Our results show that eliminating testing did not have an impact on the likelihood of leaving teaching, changing schools within a district, or moving between districts. We only uncover small negative effects on the likelihood of grade switching. However, we do find relevant positive effects on retention of beginning teachers in the profession. In particular, the average probability of exit for teachers with 0-4 years of experience fell from 14 to 13 percentage points for teachers in grades 1 and 2 and from 14 to 11 percentage points in grades 6 and 7.
Applied Work-Based Learning at the State University of New York: Situating SUNY Works and Studying Effects. Supplementary Report on Assessing Labor Market Outcomes: A Pilot Study
Author: Wagner, Alan
Date: 2016-03-00
Type: Reports - Research
Subjects: Internship Programs,Work Experience Programs,State Universities,Academic Persistence,College Graduates,Employment Opportunities,Pilot Projects,Student Characteristics,Socioeconomic Status,Outcomes of Education,Employment Level,Unemployment,Wages,Labor Market,Intellectual Disciplines,Racial Differences,Ethnicity,Scores,Student Financial Aid,Tuition,In State Students,College Entrance Examinations

Access to detailed and comprehensive administrative data has opened up the possibility to pursue continuous, systematic, and more refined assessments of the effects of applied learning. However, most studies using such data have not examined the effects of applied learning on retention, graduation, and labor market outcomes. To better judge the feasibility of using administrative data to measure such effects, the authors conducted a pilot study of the effects of internships -- one form of applied learning -- at one SUNY campus. Working with experienced analysts in the field and New York State Department of Labor (NYSDOL) staff, as well as SUNY officials and administrators at the SUNY campus participating in this pilot study, they identified and addressed a range of design, measurement, and implementation matters. Findings and conclusions concerning the effects of internships on academic success (retention and graduation) are presented in the main report, &quot;Applied Work-Based Learning at the State University of New York: Situating SUNY Works and Studying Effects&quot; (see ED605765). In this supplement, the authors report indings on the feasibility of using extant academic unit records linked to NYSDOL Unemployment Insurance (UI) wage records to estimate the effects of internships on employment outcomes. Findings are presented and discussed, with due attention to the constraints of the pilot study itself and considerations in interpretation. Overall they find that the effects of internships on employment outcomes can be estimated with linked administrative academic-wage records. However, there are important design, measurement, and implementation considerations that limit the measures available and the strength and usefulness of the findings. [The Nelson A. Rockefeller Institute of Government is the public policy research arm of the State University of New York (SUNY).]
Does Education Aid Flow to the Schools That Need It the Most? Low-Performing Schools and the Need for Better Local Spending Data. Policy Brief
Author: Malatras, Jim
Date: 2018-02-15
Type: Reports - Evaluative
Subjects: Educational Finance,Expenditures,Academic Achievement,Public Schools,Fiscal Capacity,Poverty,Expenditure per Student,Correlation,State Aid,Resource Allocation,Federal Aid,Taxes,School Districts,Budgets,Low Achievement,Funding Formulas,Socioeconomic Status

The link between education funding levels and student outcomes is a matter of continuing debate, including in New York State. State education aid in New York follows a progressive formula that targets more aid to lower-income, higher-need school districts, yet these districts continue to dominate lists of the state's lowest performing schools. The Center for Education Pipeline Systems Change at the Rockefeller Institute of Government examines various aspects of the education system to pinpoint problems and to identify and grow programs that are improving student outcomes and success. In this brief, education spending and academic performance in New York are examined. The state's more than 4,000 public schools are ranked by academic performance, and measures of those schools' fiscal capacity and wealth and poverty measures are presented. District per pupil spending is highlighted.
The School Health Services Team: Supporting Student Outcomes. Position Statement
Author: Less, Cynthia
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Organizations (Groups),Elementary Secondary Education,Educational Legislation,Federal Legislation,Holistic Approach,Child Health,Academic Achievement,Outcomes of Education

It is the position of the National Association of School Nurses (NASN) that the registered professional nurse collaborates to lead the school health services team in the identification of and intervention for health-related barriers to improve student learning (American Nurses Association [ANA] &amp; NASN, 2017, p. 84). This document provides the background and rationale for NASN's position.
Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities. NCEO Brief. Number 20
Author: Brookhart, Susan
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Formative Evaluation,Distance Education,Students with Disabilities,Evaluation Criteria,Success,Self Evaluation (Individuals),Feedback (Response),Assignments,Behavioral Objectives

The purpose of this Brief is to describe the use of formative assessment processes with students with disabilities during distance learning. Formative assessment is important for all kinds of learning, and especially focuses students on learning and evidence of learning. This Brief presents five strategies that can be used to support student understanding of their own learning. This has the potential to be a powerful antidote to the &quot;check-box&quot; approach some students may bring to online learning where they focus on compliance with following directions and completing a list of assignments.