ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Reading Attitudes and Behaviors Scale: Validity and Reliability Study
Author: Çifici, Musa
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Reading Processes,Factor Analysis,Turkish,Middle School Students,Student Attitudes,Student Surveys,Factor Structure,Metacognition,Reliability,Foreign Countries,Information Technology,Reading Comprehension,Rating Scales,Anxiety,Schemata (Cognition)

In this study, the scale named &quot;Survey of Online Reading Attitudes and Behaviours&quot; developed by Putman (2014) was adapted to Turkish after obtaining the necessary permissions. It was concluded that the scale could be used in Turkish education to determine the attitudes and behaviours of middle school students towards online reading activities. It was observed that the predicted five-factor structure of the scale explained 43.47% of the total variance and maintained the 53 item structure in accordance with the original scale. The internal consistency coefficient is 0.83 for the whole scale; 0.78 for the effect dimension; 0.83 for the cognition dimension; 0.92 for the value dimension; it was calculated as .81 for the self regulation dimension and .789 for the anxiety dimension. The differences between the 27% lower and upper groups were examined in order to ensure the reliability procedures. In the analysis (t([subscript 742])=24.35, p&lt;0.01), statistically significant differences were observed between the lower and upper groups. Subsequently, confirmatory factor analyzes were conducted to examine the compatibility with the original scale. As a result of the analysis, it was seen that the fit indices of the scale were in the desired range (TLI=0.90; CFI=0.87, GFI=0.89, RMSEA=0.06). As a result of all the procedures performed for the scale, it was decided that the scale is a tool that can determine the attitudes and beliefs of middle school students towards online reading.
2009 Student Substance Use and Safety Survey Results. High School and Middle School Report. Publication Number 08.67
Author: Naik, Reetu
Date: 2009-10-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,School Districts,Student Surveys,Student Behavior,Health Behavior,Drug Use,Drinking,Smoking,Violence,School Safety,Information Sources,Race,Bullying,Teacher Student Relationship,Juvenile Gangs

This report summarizes middle and high school results from the 2009 Austin ISD substance use and safety survey.
Middle School Level Performance Report: Summary of Research. Publication No. 08.88
Author: Schmitt, Lisa N. T.
Date: 2009-11-00
Type: Reports - Research
Subjects: Middle School Students,School Districts,Academic Achievement,Scores,Standards,Achievement Tests,Accountability,English Language Learners,Disadvantaged,Academic Persistence,Ethnicity,Attendance,Special Education,English (Second Language),Language Tests

The AISD level report highlights analyses results and strategies that address the interactions among factors influencing student performance. The 2008-2009 middle school level report presents results critical to student achievement at the middle school level.
Heterogeneity of Treatment Effects of a Video Recommendation System for Algebra
Author: Leite, Walter L.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Teaching Methods,Mathematics Instruction,COVID-19,Pandemics,Video Technology,Instructional Effectiveness,Mathematics Achievement,School Districts,Comparative Analysis,In Person Learning,Online Courses,Causal Models,Prior Learning,Educational Benefits,Distance Education,Student Characteristics,Ethnicity,Lunch Programs,Ethics,Intelligent Tutoring Systems,Computer Simulation,Program Descriptions,Outcomes of Education

Previous research has shown that providing video recommendations to students in virtual learning environments implemented at scale positively affects student achievement. However, it is also critical to evaluate whether the treatment effects are heterogeneous, and whether they depend on contextual variables such as disadvantaged student status and characteristics of the school settings. The current study extends the evaluation of a novel video recommendation system by performing an exploratory search for sources of heterogeneity of treatment effects. This study's design is a multi-site randomized controlled trial with an assignment at the student level across three large and diverse school districts in the southeast United States. The study occurred in Spring 2021, when some students were in regular classrooms and others in online classrooms. The results of the current study replicate positive effects found in a previous field experiment that occurred in Spring 2020, at the onset of the COVID-19 pandemic. Then, causal forests were used to investigate the heterogeneity of treatment effects. This study contributes to the literature on content sequencing systems and recommendation systems by showing how these systems can disproportionally benefit the groups of students who had higher levels of previous algebra ability, followed more recommendations, learned remotely, were Hispanic, and received free or reduced-price lunch, which has implications for the fairness of implementation of educational technology solutions.
Challenges with Evaluating Education Policy Using Panel Data during and after the COVID-19 Pandemic
Author: Feller, Avi
Date: 2021-07-30
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Educational Policy,Statistical Analysis,Longitudinal Studies,Elementary Secondary Education,Intervention,Research Problems,Educational Research

Panel data methods, which include difference-in-differences and comparative interrupted time series, have become increasingly com- mon in education policy research. The key idea is to use variation across time and space (e.g., school districts) to estimate the effects of policy or programmatic changes that happen in some localities but not others. In this commentary we highlight some specific challenges for panel or longitudinal studies of K-12 education interventions during and following the COVID-19 pandemic. Our goal is to help researchers think through the underlying issues and assumptions, and to help consumers of those studies assess their validity. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v14 n3 2021 (EJ1310399).]
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009. Publication Number 08.75
Author: Malerba, Cathy
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Bilingual Education,English (Second Language),Academic Achievement,Language Acquisition,Attendance,Student Mobility,Secondary School Students,Cost Effectiveness,Elementary School Students,Early Childhood Education,Family Involvement,Immigrants,Family Programs,Language Proficiency,Graduation Rate,Dropout Rate

This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005-2006 to 2008-2009 school years.
The Augmented Synthetic Control Method
Author: Ben-Michael, Eli
Date: 2021-07-29
Type: Reports - Research
Subjects: Evaluation Methods,Comparative Analysis,Regression (Statistics),Computation,Taxes,Economic Factors,Algorithms,Statistical Inference,Prediction,Equations (Mathematics)

The synthetic control method (SCM) is a popular approach for estimating the impact of a treatment on a single unit in panel data settings. The &quot;synthetic control&quot; is a weighted average of control units that balances the treated unit's pre-treatment outcomes and other covariates as closely as possible. A critical feature of the original proposal is to use SCM only when the fit on pre-treatment outcomes is excellent. We propose Augmented SCM as an extension of SCM to settings where such pre-treatment fit is infeasible. Analogous to bias correction for inexact matching, Augmented SCM uses an outcome model to estimate the bias due to imperfect pretreatment fit and then de-biases the original SCM estimate. Our main proposal, which uses ridge regression as the outcome model, directly controls pre-treatment fit while minimizing extrapolation from the convex hull. This estimator can also be expressed as a solution to a modified synthetic controls problem that allows negative weights on some donor units. We bound the estimation error of this approach under different data generating processes, including a linear factor model, and show how regularization helps to avoid over-fitting to noise. We demonstrate gains from Augmented SCM with extensive simulation studies and apply this framework to estimate the impact of the 2012 Kansas tax cuts on economic growth. We implement the proposed method in the new augsynth R package. [This paper was published in &quot;Journal of the American Statistical Association&quot; v116 n536 2021.]
Quantified Qualitative Analysis: Rubric Development and Inter-Rater Reliability as Iterative Design
Author: McCarthy, Kathryn S.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Scoring Rubrics,Interrater Reliability,Design,Learning Processes,Discourse Analysis,Protocol Analysis,Educational Research

The objective in the current paper is to examine the processes of how our research team negotiated meaning using an iterative design approach as we established, developed, and refined a rubric to capture comprehension processes and strategies evident in students' verbal protocols. The overarching project comprises multiple data sets, multiple scientists across (distant) institutions, and multiple teams of discourse analysts who are tasked with scoring over 20,000 verbal protocols (i.e., think aloud, self-explanation) collected in studies conducted in the last decade. Here, we describe the iterative modifications, negotiations, and realizations while coding our first subset comprising 7,559 individual verbal protocols. Drawing upon work in design research, we describe a process through which the research team has negotiated meaning around theory-driven codes and how this work has influenced our own ways of conceptualizing comprehension research, theory, and practice. [This paper was published in: &quot;ICLS 2021 Proceedings,&quot; ISLS, 2021, pp. 139-146.]
Intensive Intervention Practice Guide: Explicit Morphology Instruction to Improve Overall Literacy Skills in Secondary Students
Author: Hennenfent, Lauren
Date: 2022-00-00
Type: Guides - Classroom - Teacher
Subjects: Morphology (Languages),Literacy,Secondary School Students,Reading Skills,Spelling,Vocabulary Development,Reading Comprehension,Morphemes,Word Recognition,Dyslexia,Students with Disabilities,Family Role,Educational Research,Direct Instruction,Word Lists,Bilingual Students

The purpose of morphology instruction is to: (1) support accurate and fluent polysyllabic (poly = more than one) reading; (2) improve spelling of polysyllabic words; and (3) aid vocabulary development and reading comprehension. Thus, instruction needs to move from part (morphemes) to whole (polysyllabic words). This guide includes information about teaching students about morphemes for the purpose of improving students' word recognition and spelling skills. Students need to learn the meaning of parts of words and be able to read those parts to develop quality word recognition. It is intended for students with dyslexia who have a word-reading disability; therefore, instruction in morphology is beneficial (Austin et al., 2022). Further, research on children with dyslexia suggests older children exhibit problems based more in morphology than in phonology (Champion, 1997); thus, explicit instruction in morphology is recommended (Casalis et al., 2004). In addition, students with speech and language impairment are at-risk for literacy difficulties; thus, morphological instruction is advantageous (McLeod &amp; Apel, 2015; Wolter &amp; Green, 2013). Morphology instruction also supports bilingual learners to see similar word parts across different words (Crosson et al., 2018; Keiffer &amp; DiFelice, 2013).
AISD REACH Year 2 Evaluation Report I, 2008-2009. Publication Number 08.53
Author: Schmitt, Lisa N. T.
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Effectiveness,Compensation (Remuneration),Teacher Attitudes,Job Satisfaction,Teacher Effectiveness,Self Efficacy,Collegiality,Teacher Transfer,Student Educational Objectives,Academic Achievement,Teacher Collaboration,Performance Based Assessment,Mentors

The present report documents the pilot's influence on teachers' job satisfaction; attachment to the teaching profession, their school, and the district; data use practices; teaching efficacy; collegial experiences; and requests for transfer.
AISD REACH Year 2 Evaluation Report II, 2008-2009. Publication Number 08.97
Author: Cornetto, Karen M.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Effectiveness,Compensation (Remuneration),Student Educational Objectives,Academic Achievement,Teacher Attitudes,Testing,Teacher Persistence,Teacher Effectiveness,Self Efficacy

The 2008-2009 school year marked the second year of the 4-year pilot of the AISD REACH program. This report is the second in a series of reports documenting the progress of AISD REACH toward key program goals. [For the first report, see ED628201.]
Questions: Did Austin Independent School District (AISD) High School Students&apos; Passing Rates on the Texas Assessment of Knowledge and Skills (TAKS), School Attendance, Graduation, Meeting the TAKS College Readiness Standards, and Taking Steps to Prepare for College Vary by Gender and Ethnicity during the 2008-2009 School Year? Did Hispanic Male Students Differ Significantly from Other Groups on These Outcomes? DPE Publication Number 08.90
Author: Herrera, Angelica Ware
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: High School Students,School Districts,Gender Differences,Racial Differences,Ethnicity,Grades (Scholastic),Attendance,Graduation Rate,College Readiness,College Preparation,Standardized Tests,Scores,Students with Disabilities,Low Income Students,Limited English Speaking,College Entrance Examinations

This report summarizes various academic data on AISD high school students from 2008-2009.
Question: Did Mothers&apos; Completion of the ePromotora[TM] Program Influence Children&apos;s Prekindergarten (Pre-K) Academic Achievement, School Attendance, and Personal Development? DPE Publication Number 08.96
Author: Herrera, Angelica Ware
Date: 2010-06-00
Type: Reports - Research
Subjects: Mothers,Spanish Speaking,Emergent Literacy,Literacy,Skills,School Readiness,Preschool Children,Academic Achievement,Attendance Patterns,Child Development,Program Effectiveness,Parent Education,Enrollment Rate,Achievement Gains

This 2008-2009 school year program in AISD uses a train-the-trainer model in which Spanish-speaking mothers participate in a 6-week course about teaching early literacy skills and preparing their children for school. Sixty-nine of 107 mothers completed the program in 2008-2009. Students of mothers who completed the program showed academic gains.
From Prison to Business: Entrepreneurship as a Reentry Strategy. Metro Federalism Caucus
Author: Nguyen, Anh
Date: 2023-03-00
Type: Reports - Research
Subjects: Institutionalized Persons,Correctional Institutions,Barriers,Entrepreneurship,Social Integration,Disadvantaged,Living Standards,Employment Opportunities,Educational Attainment,Recidivism,Income,Personal Autonomy,Economic Factors,Digital Literacy,Program Descriptions,Social Services,Social Bias,Trauma,Mental Health,Outcomes of Education,Program Effectiveness

The United States has the highest incarceration rate in the world, and as many as a third of Americans have some type of criminal record. Upon reentry, individuals with a justice history, whom referred as returning citizens, face significant barriers to economic security and reintegration into their communities. Among the most formidable barriers to reentry are a disadvantaged living environment, low levels of education, mental health challenges, and stigma that excludes them from job opportunities and other resources. All of these factors contribute to a high recidivism rate among returning citizens and make it harder for them to secure employment. Entrepreneurship presents a promising pathway to economic security and reintegration into communities as it requires minimal formal schooling, provides additional income and control over their livelihoods, and has the potential to uplift the often-low-income communities to which these individuals return. While entrepreneurship has great potential to reduce recidivism and promote economic stability, returning citizens have to overcome several hurdles in their entrepreneurship endeavors, ranging from a lack of access to capital, collateral consequences of having a criminal record, a digital skills gap, and limited access to wraparound support services. The paper will highlight two entrepreneurship training initiatives in Missouri and Washington, D.C. [This paper is a collaboration with the Association for Enterprise Opportunity (AEO).]
Reinventing High Schools: The Importance of Exposing Every Young Person to the World of Work
Author: Maag, Taylor
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Apprenticeships,High School Students,Experiential Learning,Work Experience Programs,Partnerships in Education,Vocational Education,Educational Policy,Compensation (Remuneration),Career Pathways,Elementary Secondary Education

Ascend Indiana is a nonprofit intermediary organization that connects Hoosiers to in-demand careers and regional employers to skilled talent, fostering cross-sector partnerships, building capacity, and developing insights that enable system-level change to transform the career trajectory of youth and adults in the community. As part of their efforts, Ascend partnered with EmployIndy, the local workforce board, to offer the Modern Apprenticeship Program (MAP). MAP is a three-year program designed to prepare Central Indiana high school students for the workforce with paid, hands-on experiences that complement their traditional academic coursework. This brief calls on policymakers to elevate innovative approaches across the country, like MAP in Indianapolis, that can be replicated and scaled. It also offers policy recommendations, calling on leaders to adopt solutions that: ensure every high school student can participate in high-quality work-based learning, boost public investment, and make these resources more effective and build strong cross-sector partnerships, which are critical for these efforts to succeed. This work is more important now than ever to ensure the nation's education system creates paths to greater economic opportunity and avoids leaving millions of young people behind, especially those who don't go to college.
Question: What Were the Longitudinal Texas Assessment of Knowledge and Skills (TAKS) Achievement Patterns for English Language Learners (ELLs) from School Years 2005-2006 to 2008-2009? DPE Publication Number 08.101
Author: Herrera, Angelica Ware
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: English (Second Language),English Language Learners,School Districts,Standardized Tests,Scores,Intellectual Disciplines,Elementary Secondary Education,Academic Achievement,Mathematics Achievement,Reading Achievement,Language Arts,Science Achievement,Social Studies,Writing Achievement

This report shows the longitudinal TAKS passing rates by subject area for AISD's English language learner students over time (2005-2006 to 2008-2009).
Funding Ohio&apos;s Future: How Ohio Funds K-12 Education &amp; How We Can Do Better. Education (K-12)
Author: Pruitt, Tanisha S.
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,Educational Finance,Financial Support,State Aid,Private Schools,Educational Vouchers,Budgets,COVID-19,Pandemics,Court Litigation,Resource Allocation,Economic Climate,Educational Equity (Finance),Taxes,Disadvantaged Youth,Minority Group Students,Student Transportation,Expenditure per Student,School Health Services,Police School Relationship,Literacy Education,Teacher Certification,Teacher Competencies,Low Income Students,Students with Disabilities,Charter Schools

School is a place where childhood happens. Ohio's public educators teach children of all races and backgrounds basic skills, but also challenge and inspire them to follow their dreams. For many students, school is a safe place to learn, develop and grow. This report describes how the state funds public K-12 education and some key investments proposed in the 2024-25 Executive Budget, the legacy of unconstitutional funding, the role private school vouchers play in harming public schools, and how the Fair School Funding Plan -- when fully funded and fully implemented, including weights and cost corrections -- can provide districts with more resources to prepare Ohio's children to succeed. [For the executive summary, see ED628215.]
Funding Ohio&apos;s Future: How Ohio Funds K-12 Education &amp; How We Can Do Better. K-12 Education. Executive Summary
Author: Pruitt, Tanisha
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Educational Finance,Financial Support,State Aid,Private Schools,Educational Vouchers,Budgets,COVID-19,Pandemics,Resource Allocation,Economic Climate,Educational Equity (Finance),Taxes,Student Transportation,Expenditure per Student,School Health Services,Police School Relationship,Literacy Education,Teacher Certification,Teacher Competencies,Minority Group Students,Low Income Students,Students with Disabilities,Charter Schools

Ohio educates 1.6 million children attending school in big cities, suburbs, and small towns. For years, the school funding system pitted communities against each other and private and charter schools against public schools. This executive summary presents key findings from the full report that describes how the state funds public K-12 education and some key investments proposed in the 2024-25 Executive Budget, the legacy of unconstitutional funding, the role private school vouchers play in harming public schools, and how the Fair School Funding Plan -- when fully funded and fully implemented, including weights and cost corrections -- can provide districts with more resources to prepare Ohio's children to succeed. [For the full report, see ED628214.]
Direct Loan Entrance Counseling Guide: For Borrowers of Direct Loans
Author: Federal Student Aid (ED)
Date: 2021-09-00
Type: Guides - General
Subjects: Student Financial Aid,Student Loan Programs,Federal Aid,Postsecondary Education,Loan Repayment,Paying for College,Credit (Finance),Part Time Students,Enrollment,Expenditures,Loan Default,Debt (Financial),Counseling

Federal Student Aid, an office of the U.S. Department of Education, ensures that all eligible Americans benefit from federal financial assistance--grants, loans, and work-study programs for education beyond high school. By championing the promise of postsecondary education, the office upholds its value as a force for greater inclusion in American society and for the continued vitality of America as a nation. The &quot;Direct Loan Entrance Counseling Guide&quot; provides an overview of the William D. Ford Federal Direct Loan (Direct Loan) Program including information students will need to successfully repay the federal student loans they will be eligible to receive to help pay for college costs.