ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Center Activities Aligned to the Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-5
Author: Verhagen, Connie
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Reading Instruction,Small Group Instruction,Learning Activities,State Standards,Academic Standards,Alignment (Education),Language Arts,Literacy,History,Social Studies,Sciences,Technology Education,Elementary Education,Phonemic Awareness,Phonics,Vocabulary,Reading Comprehension,Reading Fluency

This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCAs) and the Common Core State Standards (CCSSs). Reading specialists, reading coaches, and teachers will find this document useful in lesson planning, as it contains crosswalks that map the relationships between each Student Center Activity and a corresponding, grade-specific standard in CCSS. Specifically, this publication illustrates how SCAs relate to standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects K-5 (ELA-Literacy). The SCAs were created by the Florida Center for Reading Research for K-5 classroom teachers as differentiated reading activities for use in small student groups. The activities provide practice and support skill-building in the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). They do not constitute a reading program and are not intended to be implemented as initial instruction. Rather, SCAs should be used for independent practice opportunities and reinforcement after the explicit teaching of concepts or skills. SCAs can also be used with struggling readers in intervention and special education settings and with adolescents who need intensive intervention in any of the five components of reading. The SCAs appear in grade span groups: K-1, 2-3 and 4-5.
Using "Instructional Routines" to Differentiate Instruction: A Guide for Teachers
Author: Kosanovich, Marcia
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Individualized Instruction,Small Group Instruction,Reading Instruction,Learning Activities,Primary Education,Direct Instruction,Scaffolding (Teaching Technique),Web Sites,State Standards,Academic Standards,Alignment (Education),Reading Skills

Differentiated instruction means matching instruction to meet the different needs of learners. To deliver the wide range of instruction required to accommodate differing levels of learners in a classroom, teachers must use data-informed, small group instruction designed specifically to meet students' needs (Kosanovich, Ladinsky, Nelson, Torgesen, 2006). According to research on grouping students, implementing small group differentiated instruction in the classroom leads to an increase in reading achievement (Lou, Abrami, Spence, Poulsen, Chambers, & d'Apollonia, 1996; Mathes & Fuchs, 1994; Moody, Vaughn, & Schumn, 1997). This paper describes "Instructional Routines," which can help guide teachers in differentiating small group reading instruction. The "Instructional Routines" offer K-3 teachers a range of activities in a lesson plan format. They can be used flexibly because they provide a structure for teaching specific foundational reading skills, with explicit language and directions for teachers. Appended are: (1) Overview of Empowering Teachers Website and Materials; and (2) How to Find Student Center Activities to Use with "Instructional Routines." (Contains 2 tables.)
Gaining Momentum, Losing Ground. Tapping America's Potential, Progress Report 2008
Author: Tapping America's Potential
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: STEM Education,Competition,Innovation,Educational Objectives,College Graduates,Graduation Rate,Educational Legislation,Federal Legislation,Elementary Secondary Education,Mathematics Education,Science Education,Mathematics Teachers,Science Teachers,Teacher Salaries,Physical Sciences,Engineering,Scientific Research,Financial Support,Immigration

In July 2005, 15 of America's most prominent business organizations joined together to express their deep concern about the ability of the United States to sustain its scientific and technological leadership in a world where newly energized foreign competitors are investing in the capacity for innovation--the key driver of productivity and economic growth in advanced economies. The business organizations formed the Tapping America's Potential (TAP) coalition to advocate for renewed attention to U.S. competitiveness and America's capacity to innovate. TAP established a goal to double the number of U.S. science, technology, engineering and mathematics (STEM) graduates with bachelor's degrees by 2015. Since the TAP report was issued three years ago, 2002-2006 data have become available that show U.S. STEM bachelor's degrees awarded in that period fall short of what will be required to reach 400,000 by 2015. While the number of STEM degrees awarded has remained relatively flat for three years, the policy changes the business community has called for to attract and retain more undergraduate STEM majors have not been enacted. Congress has authorized, but not yet funded, the expansion of science and engineering research and STEM education programs that will make STEM majors more attractive to undergraduates. This paper reports the progress made on the TAP Agenda. Examples of Progress on Specific TAP Recommendations are appended. (Contains 1 footnote.) [For "Gaining Momentum, Losing Ground. Tapping America's Potential (TAP) Progress Report, 2008. Executive Summary," see ED531919.]
Gaining Momentum, Losing Ground. Tapping America's Potential (TAP) Progress Report, 2008. Executive Summary
Author: Tapping America's Potential
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Competition,Innovation,Educational Objectives,College Graduates,Graduation Rate,Educational Legislation,Federal Legislation,Elementary Secondary Education,Mathematics Education,Science Education,Mathematics Teachers,Science Teachers,Teacher Salaries,Physical Sciences,Engineering,Scientific Research,Financial Support,Immigration

In July 2005, Business Roundtable and fifteen of America's most prominent business organizations--Tapping America's Potential, the TAP coalition--issued a report stating that "one of the pillars of American economic prosperity--U.S. scientific and technological superiority--is beginning to atrophy even as other nations are developing their own human capital." This paper presents an executive summary of that report. [For the full report, "Gaining Momentum, Losing Ground. Tapping America's Potential Progress Report 2008," see ED531918.]
Diagnostic Efficiency of easyCBM Reading: Oregon. Technical Report #1106
Author: Park, Bitnara Jasmine
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Intervention,Diagnostic Tests,Response to Intervention,At Risk Students,Scores,Cutting Scores,Screening Tests,Reading Tests,School Districts,Prediction,Measurement Techniques,Classification,State Standards,Formative Evaluation,Benchmarking,Reading Fluency,Reading Comprehension,Vocabulary Development,Knowledge Level

Within a response to intervention (RTI) framework, students are typically identified as &quot;academically at-risk&quot; if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from three districts in Oregon. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish &quot;true&quot; risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measures to correctly predict student classification (meeting/not meeting standards) on the Oregon state test. Results are presented for both the full sample and for each of seven different subgroups, when n[greater than or equal]50. (Contains 1 figure.)
Diagnostic Efficiency of easyCBM Reading: Washington State. Technical Report #1107
Author: Anderson, Daniel
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Intervention,Diagnostic Tests,Response to Intervention,At Risk Students,Scores,Cutting Scores,Screening Tests,Reading Tests,School Districts,Prediction,Measurement Techniques,Classification,State Standards,Formative Evaluation,Benchmarking,Reading Fluency,Reading Comprehension,Vocabulary Development,Knowledge Level

Within a response to intervention (RTI) framework, students are typically identified as &quot;academically at-risk&quot; if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from two districts in Washington state. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish &quot;true&quot; risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measure to correctly predict student classification (meeting/not meeting standards) on the Washington state test. Results are presented for both the full sample and for each of seven different subgroups, when n [greater than or equal] 50. (Contains 31 tables and 1 figure.)
Cross-Validation of easyCBM Reading Cut Scores in Oregon: 2009-2010. Technical Report #1108
Author: Park, Bitnara Jasmine
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Testing Programs,Reading Tests,Prediction,Measurement Techniques,Test Validity,Classification,Intervention,Diagnostic Tests,Response to Intervention,At Risk Students,Scores,Cutting Scores,Screening Tests,School Districts,State Standards,Formative Evaluation,Benchmarking,Reading Achievement,Reading Fluency,Reading Comprehension,Vocabulary

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of roughly the same size, was used for this study. Students state test performance classification (passing/not passing) on the Oregon Assessment of Knowledge and Skills (OAKS) was used as the criterion. Optimal cut scores were identified for each of the randomly split groups with a receiver operating characteristic curve (ROC) analysis. Results indicated reasonably stable cut scores between groups. Further, the overall area under the ROC curve (AUC) was not statistically different between groups for any measurement occasion at any grade, providing strong evidence for the validity of identified cut scores as optimal to predict student performance classification on the Oregon state large-scale assessment. (Contains 2 tables.)
Cross-Validation of easyCBM Reading Cut Scores in Washington: 2009-2010. Technical Report #1109
Author: Irvin, P. Shawn
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Intervention,Diagnostic Tests,Response to Intervention,At Risk Students,Scores,Cutting Scores,Screening Tests,Reading Tests,School Districts,Prediction,Measurement Techniques,Classification,State Standards,Formative Evaluation,Benchmarking,Reading Fluency,Reading Comprehension,Vocabulary Development,Knowledge Level

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Washington state. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 900 students per grade, randomly split into two groups of roughly the same size, was used for this study. Students state test performance classification (passing/not passing) on the Measurements of Student Progress (MSP) state test in Washington was used as the criterion. Optimal cut scores were identified for each of the randomly split groups with a receiver operating characteristic curve (ROC) analysis. Results indicated reasonably stable cut scores between groups. Further, the overall area under the ROC curve (AUC) was not statistically different between groups for any measurement occasion at any grade, providing strong evidence for the validity of identified cut scores as optimal to predict student performance classification on the Washington state large-scale assessment.
Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110
Author: Nese, Joseph F. T.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Curriculum Based Assessment,Silent Reading,Reading Fluency,Vocabulary,Reading Comprehension,Student Evaluation,Formative Evaluation,Computer Assisted Testing,Reading Tests,Test Construction,Cloze Procedure,Multiple Choice Tests,Grade 3,Grade 4,Grade 5

Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the lack of available measures for silent reading fluency, vocabulary and comprehension. In this technical report, we describe the development of three specific CBM reading measures designed for a computer format: silent reading fluency, vocabulary, and reading comprehension.
A Cross-Validation of easyCBM Mathematics Cut Scores in Washington State: 2009-2010 Test. Technical Report #1105
Author: Anderson, Daniel
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Testing Programs,Mathematics Tests,Prediction,Measurement Techniques,Test Validity,Classification,Intervention,Diagnostic Tests,Response to Intervention,At Risk Students,Scores,Cutting Scores,Screening Tests,School Districts,State Standards,Formative Evaluation,Benchmarking,Mathematics Achievement

In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in the state of Washington. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Washington state test was used as the criterion. Optimal cut scores were examined for each group. Results indicate quite stable cut scores across groups. Further, the overall area under the ROC curve (AUC) was not statistically different between groups for any measurement occasion at any grade, providing strong evidence of the validity of the cut scores as optimal to predict student performance on the Washington statewide large-scale assessment. (Contains 2 tables.)
Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2007-08. SCDP Milwaukee Evaluation Report #9
Author: Gray, Nathan L.
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Testing,Academic Achievement,Demonstration Programs,Norm Referenced Tests,Measures (Individuals),Program Effectiveness,National Norms,Longitudinal Studies,Grade 4,Grade 8,Grade 10,Science Achievement,Mathematics Achievement,Reading Achievement,Scores,Achievement Gains,Urban Areas,Urban Schools,Standardized Tests,Program Evaluation,Private Schools,Public Schools,Educational Assessment,Criterion Referenced Tests,Low Income Groups,Comparative Analysis,Educational Legislation,State Legislation,Lunch Programs,Accountability

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math and science, as reported to the School Choice Demonstration Project 2007-2008. The tables, graphs, and histograms presented in this report provide a snapshot of these students' percentile scores relative to overall national norms, and scale scores on the WKCE (Wisconsin Knowledge and Concepts Examinations) relative to MPS FRL (Milwaukee Public Schools free and reduced price lunch) students. Because national norms are based on students with &quot;average&quot; educational circumstances, and the MPCP exclusively serves low-income inner-city students, the fact that their average levels of performance on norm referenced tests cluster around the lower one-third of the distribution is not surprising and should not be interpreted to indicate that the MPCP in general or MPCP schools in particular are necessarily doing a poor job of educating students. The comparison of the scale scores of the Choice students and schools that took the WKCE with the scores of MPS FRL students and schools similarly is presented descriptively with no claim that the schools themselves were independently responsible for the various results. Schools with MPCP Students in Tested Grades Operating through May 2008 are appended. (Contains 5 tables, 13 figures, 4 exhibits and 12 footnotes.) [For the previous report, &quot;Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report. SCDP Milwaukee Evaluation Report #4,&quot; see ED508634.]
School Choice and Home Prices: Evidence from Milwaukee, Wisconsin. SCDP Milwaukee Evaluation Report #12
Author: Winters, Marcus A.
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Evidence,Private Schools,School Choice,Program Effectiveness,Educational Vouchers,Program Evaluation,Geographic Location,School Location,Place of Residence,Community Characteristics,Cost Indexes,Economic Impact,Socioeconomic Influences,Socioeconomic Status,Academic Achievement,Correlation,Schematic Studies

This paper measures the relationship between home prices and nearby school quality in an area with expansive public and private school choice: Milwaukee, Wisconsin. The author and his colleagues first look for a continuing relationship between a home's price and its location relative to a higher quality school during a time when theoretically individuals have access to a variety of public schools across city. They then evaluate whether areas within the city that faced differential expansion of schooling options due to a school voucher program altered the relationship between home prices and the quality of the nearest elementary school. Despite the widespread availability of both public and private school choice, they find a significant positive relationship between the average test scores of the nearest elementary school and home price. They find no evidence that this relationship has changed disproportionately in residential quadrants that may have differential changes in access to private school choice since 2002. (Contains 4 tables.) [Additional funding for this paper was provided by the Robertson Foundation.]
The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Third Year Reports. SCDP Milwaukee Evaluation Report #14
Author: Wolf, Patrick J.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Achievement Gains,Academic Achievement,Demonstration Programs,Program Effectiveness,Program Evaluation,Summative Evaluation,Longitudinal Studies,Research Reports,Educational Vouchers,Institutional Characteristics,Program Descriptions,Student Mobility,Transfer Students,Testing,Parent Attitudes,Educational Assessment,Educational Indicators,School Segregation,Public Schools

The Milwaukee Parental Choice Program (MPCP) was established in 1990 as the first urban education reform in the U.S. built around the idea of permitting parents to enroll their children in private schools of their choosing at government expense. In its first year of operation, the MPCP or &quot;Choice&quot; program enrolled 341 students in the seven secular private schools participating in the program. This report provides an overview of the MPCP and the author's and his colleagues' plan for evaluating it over the five-year period from 2006-2007 to 2010-2011. The third year of the comprehensive longitudinal evaluation of the Milwaukee Parental Choice Program by the School Choice Demonstration Project has produced an interesting set of medium-term findings as well as the conditions for more far-reaching results in the future. The author and his colleagues have established that, two years after being carefully matched on important characteristics, students in their MPCP and MPS (Milwaukee Public School) panels are demonstrating achievement gains in reading and math that are generally equivalent. They have documented the frequency and patterns of school-switching in the city. They have confirmed that both the MPCP and the MPS have recently shed their respective sectors of many low-performing schools. They have displayed a rough and limited snapshot of the average performance of Choice students in certain grades that suggests they tend to perform at levels roughly comparable to similarly income-disadvantaged students in MPS and better than low-income students in urban areas across the U.S. They have found that Milwaukee families tell that their child's commitment to education and study habits are more important harbingers of academic success to them than are test scores. Finally, they have determined that school choice in Milwaukee has neither worsened nor improved the levels of racial segregation in the city's public and private schools. (Contains 1 table, 1 figure and 21 footnotes.) [Additional funding for this paper was provided by the Robertson Foundation. For &quot;The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Second Year Reports. SCDP Milwaukee Evaluation Report #6,&quot; see ED508636.]