ethanporcaro/eric-fulltext-meta huggingface dataset:
Associations between Provider Training and Education and Other Quality Indicators in Low-Income Children's Primary Care Arrangements at 24 Months of Age. Research Brief. Publication #2009-18
Author: Halle, Tamara
Date: 2009-06-00
Type: Reports - Research
Subjects: Family (Sociological Unit),Low Income Groups,Child Care,Demography,Educational Quality,Child Caregivers,Caregiver Training,Child Care Centers,Structural Equation Models,Toddlers

This brief examines how provider training and education are related to parent- and provider-reported indicators of quality in home-based and center-based care for toddlers using data from a nationally representative sample of low-income children. The research addressed three research questions: What are the demographic characteristics that distinguish low-income families who use home-based versus center-based settings as the primary arrangement for their 24-month-olds? How do quality indicators differ in center-based versus home-based settings serving low-income children at 24 months of age? How do provider training and education predict other reported markers of quality, and do these relationships differ by type of setting? The first two questions were examined using bivariate analyses. The third question was examined using structural equation modeling. The authors address differences between home-based and center-based settings by modeling the relations between provider training and education and other markers of quality in the care setting separately for the two subsamples of children in home-based and center-based care arrangements within the Early Childhood Longitudinal Study--Birth Cohort. The differences in findings across these models are discussed. A technical appendix is included. (Contains 3 tables, 6 figures and 5 footnotes.)
Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study. Executive Summary
Author: Collins, Ann
Date: 2010-06-00
Type: Reports - Research
Subjects: Low Income Groups,Disadvantaged Youth,Early Childhood Education,Caregivers,Young Children,Program Effectiveness,Emotional Development,Language Acquisition,Child Care,Outcomes of Education,Training,Staff Development,Skill Development,Cognitive Development,Social Development,Educational Games,Interaction,Program Implementation,Barriers,Home Programs,Home Visits,Reading Aloud to Others,Educational Quality,Financial Support,Learning Activities,Childrens Literature

This report presents findings from the Massachusetts Family Child Care study, a two-year evaluation designed to examine the impacts on providers and children of an early childhood education program aimed at improving the development and learning opportunities in the care settings and, as a consequence, the outcomes for children in care. The early childhood education program--&quot;LearningGames&quot;--focuses on training caregivers to stimulate children's cognitive, language, and social-emotional development through game-like interactions with individual children across the day. This evaluation of &quot;LearningGames&quot; is one of four state experiments that were conducted as part of the Evaluation of Child Care Subsidy Strategies, whose overall objective is to determine how differences in certain aspects of child care subsidy policies and quality improvement initiatives are related to outcomes for parents, children, and/or child care providers. The study is being conducted by Abt Associates Inc, with its research partners MDRC and the National Center for Children in Poverty of Columbia University, under a contract with the Administration for Children and Families within the U.S. Department of Health and Human Services. This study showed that LearningGames had statistically significant positive impacts on the behavior of the family child care providers who received up to two years of support in implementing the program. &quot;LearningGames&quot; was effective at promoting high-quality, individualized and small group interactions between providers and children, which have been shown in previous research to be associated with children's cognitive and language development. The study identified many barriers to implementation of the professional development model that could be addressed in future implementations. With a stronger implementation model, it is possible that the impacts on providers could have been larger than occurred in the Massachusetts implementation. (Contains 4 exhibits and 3 footnotes.) [For &quot;Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study&quot;, see ED517545.]
Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study
Author: Collins, Ann
Date: 2010-06-00
Type: Reports - Research
Subjects: Low Income Groups,Disadvantaged Youth,Early Childhood Education,Caregivers,Young Children,Program Effectiveness,Emotional Development,Language Acquisition,Child Care,Outcomes of Education,Training,Staff Development,Skill Development,Cognitive Development,Social Development,Educational Games,Program Implementation,Barriers,Home Programs,Home Visits,Reading Aloud to Others,Educational Quality,Financial Support,Learning Activities,Certification,Childrens Literature,Interaction

This report presents findings from the Massachusetts Family Child Care study, a two-year evaluation of the impacts of an early childhood education program on providers and children in family child care. The program--&quot;LearningGames&quot;--is designed to train caregivers to stimulate children's cognitive, language, and social-emotional development. The evaluation of &quot;LearningGames&quot; is one of four state experiments conducted as part of the Evaluation of Child Care Subsidy Strategies. The study is being conducted by Abt Associates Inc, with its research partners MDRC and the National Center for Children in Poverty of Columbia University, under a contract with the Administration for Children and Families within the U.S. Department of Health and Human Services. The goal of the evaluation is to provide information that states and local communities can use to inform their decisions about the use of child care subsidy and child care quality improvement funds. Appendices include: (1) Attrition by Agency; (2) Child Impact Analyses; and (3) Observation Coding Forms. (Contains 29 exhibits and 21 footnotes.) [For &quot;Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study. Executive Summary&quot;, see ED517538.]
Understanding Parents' Child Care Decision-Making: A Foundation for Child Care Policy Making. Research-to-Policy, Research-to-Practice Brief. OPRE 2011-12
Author: Weber, Roberta
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Parent Attitudes,Parent Child Relationship,Parent Responsibility,Decision Making,Child Care,Public Policy,Employed Parents,Resource Allocation,Time Management,Context Effect

Policies such as those related to child care subsidies and quality rating and improvement systems are designed to increase the likelihood that child care and education arrangements meet developmental needs of children and employment needs of parents. Ultimately, parents select child care arrangements, and the quality and stability of these arrangements are affected by parents' decisions. The decisions parents make regarding child care affect the ability of child care policies to achieve desired outcomes. How well policies "fit" into and support the complex parental child care decision-making process affects achievement of policy goals. Child care is one component of a complex set of family management decisions that are often made simultaneously. For example, parents commonly make child care, employment, and transportation decisions at the same time. Parents attempt to find a child care solution that meets both child development and employment goals. Parents work to find the solution which best fits their situation, but the resulting child care arrangement(s) may or may not meet all their goals. Child care and early education decision-making cannot be understood outside of the world in which a family lives and works, and understanding this context is key to creating child care and early education policies that support parental decision-making. Using a graphic representation of the decision-making process, this paper provides insights into the forces that shape parents' child care and early education decisions. The goal of this brief is to help policy makers by graphically depicting the complexity of child care decision-making revealed through research.
Designing Freshman Interest Groups That Address Millennial Learning Styles
Author: Ratliff, Gerald Lee
Date: 2011-03-21
Type: Reports - Descriptive
Subjects: Student Development,Student Personnel Services,College Freshmen,Generational Differences,College Environment,Residential Institutions,Interpersonal Competence,Program Descriptions,Group Activities,Holistic Approach,Cognitive Style,Guidelines,Program Development,Interdisciplinary Approach,Educational Planning

Residential Freshman Interest Groups (FIGS) have recently become a popular instructional and social model for academic and student affairs colleagues who are concerned that millennial students learn to reflect on life experiences and daily events as part of the learning process. An introductory FIG program recognizes that millennial students are in the initial stages of an academic transition and social assimilation that requires increasingly more collaborative and interactive learning experiences that make explicit connections between academic learning and student life. The integration of academic learning and student development, however, demands that we as administrators and directors also become more active participants in the educational enterprise by providing a caring and supportive learning environment in which millennial students begin to play a major role in their own learning while they are engaged in classroom instruction and residential living activities that enrich their lives and enhance their potential career success.
Teacher and Teaching Effectiveness: A Bold View from National Board Certified Teachers in North Carolina
Author: Byrd, Ann
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Instructional Effectiveness,Educational Practices,Educational Policy,Educational Quality,Change Strategies,Teacher Certification,Educational Improvement,State Standards,Teacher Improvement,Academic Achievement,Teaching Skills

In this report, the Center for Teaching Quality (CTQ), in collaboration with National Board Certified Teachers (NBCTs) from North Carolina, offer a set of TeacherSolutions on how to improve practices and policies for teaching and learning in 21st century schools. This cadre of classroom experts offer their best thinking on some of today's most complex educational issues: how to define teacher effectiveness, what teachers need to teach effectively, how to utilize NBCTs and spread effective teaching, and what policymakers can do to help. A list of NBCTs who served as virtual coaches from 2008-2010 is appended. (Contains 2 charts and 2 tables.)
Vouchers, Responses, and the Test-Taking Population: Regression Discontinuity Evidence from Florida. Staff Report No. 486
Author: Chakrabarti, Rajashri
Date: 2011-03-00
Type: Reports - Research
Subjects: Educational Vouchers,Accountability,Educational Environment,Ethics,School Effectiveness,Low Achievement,Classification,Grade 3,Grade 4,Student Evaluation,Academic Achievement,Incentives,Limited English Speaking,Educational Policy

While there is a rich literature that investigates whether accountability regimes induce schools to manipulate their test-taking population by strategically excluding weaker students, no study thus far investigates whether voucher programs induce schools to engage in similar strategic behavior. This paper analyzes a Florida program that embedded vouchers in an accountability regime. Specifically, it investigates whether the threat of vouchers and the stigma associated with the Florida program induced schools to strategically manipulate their test-taking population. Under Florida rules, scores of students in several special-education and limited-English-proficient (LEP) categories were not included in the computation of school grades. Did this rule induce the threatened schools to reclassify some of their weaker students into these &quot;excluded&quot; categories so as to remove them from the effective test-taking pool? Using a regression discontinuity strategy, I find evidence in favor of strategic reclassification into the excluded LEP category in high-stakes grade 4 and entry-grade 3. In contrast, I find no evidence that the program led to reclassification into excluded special-education categories, which is consistent with the substantial costs of classifying into special-education categories during this period. These findings have important policy implications. (Contains 9 figures, 7 tables and 12 footnotes.)
Student Learning, Student Achievement: How Do Teachers Measure Up? Executive Summary
Author: National Board for Professional Teaching Standards
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Academic Achievement,Student Evaluation,Student Improvement,Educational Assessment,Teacher Certification,Standardized Tests

The National Board for Professional Teaching Standards (NBPTS) welcomes the efforts of federal, state, and local policymakers to find new ways to ensure an accomplished teacher for every student in America. The National Board has advanced this mission since its inception in 1987. Today, that mission is carried out by the tens of thousands of National Board Certified Teachers (NBCTs) nationwide--each of whom completed the National Board's rigorous assessment process to demonstrate his or her competence in their teaching field. To further everyone's understanding of how teachers are assessed in a new era of school improvement, NBPTS extended an invitation to several leaders in education evaluation, research, and policy. NBPTS asked them to participate in a series of conversations, share their collective knowledge, and then recommend how the National Board can strengthen its own work in this area while also continuing to be a leading source of information for the field. The result of this important and thoughtful work is summarized in this white paper. This paper also includes several compelling recommendations that the National Board will consider in its future work. [For "Student Learning, Student Achievement: How Do Teachers Measure up?", see ED517574.]
Student Learning, Student Achievement: How Do Teachers Measure up?
Author: National Board for Professional Teaching Standards
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Academic Achievement,Student Evaluation,Student Improvement,Educational Assessment,Teacher Certification,Standardized Tests,Achievement Tests,Alternative Assessment

The National Board for Professional Teaching Standards (NBPTS) welcomes the efforts of federal, state, and local policymakers to find new ways to ensure an accomplished teacher for every student in America. The National Board has advanced this mission since its inception in 1987. Today, that mission is carried out by the tens of thousands of National Board Certified Teachers (NBCTs) nationwide--each of whom completed the National Board's rigorous assessment process to demonstrate his or her competence in their teaching field. To further everyone's understanding of how teachers are assessed in a new era of school improvement, NBPTS extended an invitation to several leaders in education evaluation, research, and policy. NBPTS asked them to participate in a series of conversations, share their collective knowledge, and then recommend how the National Board can strengthen its own work in this area while also continuing to be a leading source of information for the field. The result of this important and thoughtful work is summarized in this white paper. This paper also includes several compelling recommendations that the National Board will consider in its future work. Appendices include: (1) Summary Table of State Testing in Elementary and Middle School; (2) Alternative Measures Currently Used in Teacher Evaluation; (3) Experimental Instruments to Assess Teaching Practice; (4) Summary of Underlying Skills and Their Demonstration in the Western Oregon University Teacher Work Sample Methodology; (5) Teaching Practices Deemed Crucial to Producing Learning in P-12 Students by the Renaissance Teacher Work Sample Methodology; and (6) Denver Pro-Comp Program Checklist for Developing Student Learning Objectives Table of Contents. [For "Student Learning, Student Achievement: How Do Teachers Measure up? Executive Summary", see ED517573.]
Getting Ideas into Action: Building Networked Improvement Communities in Education. Carnegie Perspectives
Author: Bryk, Anthony S.
Date: 2010-00-00
Type: Opinion Papers
Subjects: Educational Research,Research and Development,Disadvantaged,Achievement Gap,High School Students,Dropouts,Reading Difficulties,Community Colleges,Low Achievement,Social Organizations,Educational Improvement,Educational Change,Networks

In this Carnegie essay by Anthony Bryk, Louis Gomez and Alicia Grunow, the authors argue that the social organization of the research enterprise is badly broken and a very different alternative is needed. They instead support a science of improvement research and introduce the idea of a networked improvement community that creates the purposeful collective action needed to solve complex educational problems. The essay builds off an earlier essay by Bryk and Gomez, "Ruminations on Reinventing an R&D Capacity for Educational Improvement," prepared for a 2007 American Enterprise Institute Conference. (Contains 4 figures and 47 footnotes.)
An Analysis of Rural and Urban Pennsylvania Adults Taking, Completing and Passing the GED
Author: Van Horn, Barbara L.
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Educational Needs,Home Study,Public School Adult Education,High School Equivalency Programs,Employment Opportunities,Rural Education,Urban Education,Rural Urban Differences,Comparative Analysis,Test Preparation,Student Characteristics,Motivation,Rural Population,Urban Population,Longitudinal Studies,Educational Attainment

Dropping out of high school seriously impacts an individual's job opportunities, income potential and employment stability. To minimize those risks, individuals can earn a General Educational Development (GED) credential. Researchers have studied the impact of obtaining a GED on candidates' lives and found that the credential affects their perceptions of themselves and their future success in terms of education, training, employment and income. This study identified similarities and differences among rural and urban GED students to determine if certain factors affect the success of these students in obtaining a GED. The study also looked to identify program considerations that may serve the educational needs of out-of-school rural and urban GED candidates. The research found that, on average, GED candidates were 24 years old, did not complete schooling beyond the 10th grade, and earned about $5,800 the year prior to taking the GED. The largest percentage of rural and urban candidates indicated they were unemployed, and about one-third indicated they were employed full-time. Overall, the most common reasons for taking the GED were personal satisfaction, to get a better job, to enter college, to enroll in a technical or trade program, and to be a role model for family. Typically, the GED candidates found out about the GED through a friend, neighbor or family member. The most common methods/approaches for preparing for the GED were home study, public school adult education class, official practice tests, and being self-taught. See appendix for the full demographic results of the research. (Contains 5 figures and 15 footnotes.)
Lifelong Learning Programs of Education Faculty in Sinop: Evaluation of Participants' Problems and Worries
Author: Usakli, Hakan
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Student Mobility,Depression (Psychology),Barriers,Teacher Educators,Program Evaluation,Interviews,Student Problems,Adjustment (to Environment),Teacher Education Programs,International Education,Student Exchange Programs,Study Abroad,Educational Policy

In this paper Lifelong Learning Program of Education Faculty in Sinop was evaluated in terms of interrelations between LLP and cultural shock. The barriers of LLP in Education Faculty in Sinop can be examined in two main parts: difficulties of finding suitable partner and students' difficulty in deciding whether to apply or not. These two main parts are also divided into two parts. Plot and interview were used as qualitative data gathering methods. As a result, it was found out that not only finding bilateral contract and arranging international meetings occupy a lot of time and they require full time working hours but also there are different kinds of problems and worries in terms of the students who attempt to participate in LLP of Education faculty in Sinop. Loosing luggage, stolen money and valuable things and academic problems seem to be surface problems. But in addition for these events, other events such as suicide, quick decision to return and depression due to missing date mate, family and friends are the main factors that make the students who are eager to apply for Erasmus student mobility programs change their minds. (Contains 4 tables and 1 diagram.)
Do Charter Schools Crowd out Private School Enrollment? Evidence from Michigan. Staff Report No. 472
Author: Chakrabarti, Rajashri
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Charter Schools,Private Schools,School Restructuring,School Surveys,Enrollment Trends,Surveys,Trend Analysis,Catholic Schools,Religious Education,Influences,School Choice,State Legislation,Educational History,Elementary Schools,Middle Schools,High Schools,Competition,Industry

Charter schools have been one of the most important dimensions of recent school reform measures in the United States. Currently, there are more than 5,000 charter schools spread across forty U.S. states and the District of Columbia. Though there have been numerous studies on the effects of charter schools, these have mostly been confined to analyzing their effects on student achievement, student demographic composition, parental satisfaction, and the competitive effects on regular public schools. This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools. To investigate this issue empirically, we focus on the state of Michigan, where there was a significant spread of charter schools in the 1990s. Using data on private school enrollment from biennial National Center for Education Statistics private school surveys, and using a fixed-effects as well as instrumental-variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment. We find robust evidence of a decline in enrollment in private schools--but the effect is only modest in size. We do not find evidence that enrollments in Catholic or other religious schools suffered more relative to those in nonreligious private schools. (Contains 15 tables, 1 figure and 20 footnotes.)