ethanporcaro/eric-fulltext-meta huggingface dataset:
Did the State Receive a Federal SLDS Grant? Years of the Grant? Funding Received? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Federal Aid,Grants,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases

Education Commission of the States researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. Over the course of six rounds of funding, the National Center for Education Statistics awarded SLDS Grants to 47 states, the District of Columbia and Puerto Rico to support projects related to data use. This resource indicates if each state received a federal SLDS grant, the years of the grant, and how much funding the state received for each grant year.
How Are the Connections Structured? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases,Administrative Organization

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (LSDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. ECS identified two main approaches states use to connect their data: centralized systems and federated systems. State data systems that collect, retain and maintain data from multiple agencies in a centralized warehouse are designated as centralized systems and state data systems where data from participating agencies was linked temporarily or on an as-needed basis are federated systems. This resource indicates how each state's data connections are structured.
Does the SLDS Website Feature a Publicly Available Data Dictionary or Data Manual? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases,Reference Materials

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. Data dictionaries provide standardized names, codes, definitions and attributes of data elements collected in a data system. In this resource, ECS classifies a state as having a data dictionary if a data dictionary, system user guide or data manual containing such data elements is publicly available on the SLDS or state education agency website. Some states may have data dictionaries that are only internally available to staff or researchers. The data herein indicates whether or not each state's SLDS includes a publicly available data dictionary, and if yes, its location.
Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. REL 2020-026
Author: Therriault, Susan Bowles
Date: 2020-09-00
Type: Reports - Research
Subjects: Observation,Scores,School Effectiveness,Academic Achievement,Achievement Gains,Mathematics Achievement,English,Language Arts,Classroom Environment,Elementary Schools,Secondary Schools,Elementary School Students,Secondary School Students,Student Characteristics,Institutional Characteristics,Educational Quality

The Massachusetts Department of Elementary and Secondary Education, like other state education agencies and school districts, recognizes that the quality of instruction is a key lever to turning around low-performing schools. As part of annual monitoring of state-designated low-performing schools, the department's external monitors observe instruction in low-performing schools using Teachstone's Classroom Assessment Scoring System. The external monitors rate low-performing schools on three instructional domains: emotional support, classroom organization, and instructional support. This study examined the relationships between schoolwide instructional observation scores in these domains and schoolwide student academic achievement (measured by the percentage of students who met or exceeded expectations on state assessments) and growth in low-performing schools while taking into account what might be attributed to the schools' percentage of economically disadvantaged students and to school grade span. It found a statistically significant positive relationship between schoolwide instructional observation scores in the classroom organization domain and schoolwide student achievement in English language arts. There was no significant relationship between scores in any other domain and achievement in English language arts or between scores in any domain and achievement in math. The relationship between instructional observation scores and student achievement may be weak because achievement may be influenced by other factors, including students' prior academic achievement and the economic and social challenges their families face. The study also found statistically significant positive relationships between schoolwide instructional observation scores in each domain and schoolwide student growth in both English language arts and math. On a 7 point scale, a 1 point increase in schoolwide instructional observation score was associated with an increase in schoolwide student academic growth of 4.4 percentile points in English language arts and 5.1 percentile points in math. [For the appendixes, see ED607495; for the study brief, see ED607496; and for the study snapshot, see ED607497.]
Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Appendixes. REL 2020-026
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: Observation,Scores,School Effectiveness,Academic Achievement,Achievement Gains,Mathematics Achievement,English,Language Arts,Classroom Environment,Elementary Schools,Secondary Schools,Elementary School Students,Secondary School Students,Educational Quality

These are the appendixes for the report, &quot;Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts.&quot; This study examined the relationships between schoolwide instructional observation scores in these domains and schoolwide student academic achievement (measured by the percentage of students who met or exceeded expectations on state assessments) and growth in low-performing schools while taking into account what might be attributed to the schools' percentage of economically disadvantaged students and to school grade span. It found a statistically significant positive relationship between schoolwide instructional observation scores in the classroom organization domain and schoolwide student achievement in English language arts. There was no significant relationship between scores in any other domain and achievement in English language arts or between scores in any domain and achievement in math. The relationship between instructional observation scores and student achievement may be weak because achievement may be influenced by other factors, including students' prior academic achievement and the economic and social challenges their families face. The study also found statistically significant positive relationships between schoolwide instructional observation scores in each domain and schoolwide student growth in both English language arts and math. On a 7 point scale, a 1 point increase in schoolwide instructional observation score was associated with an increase in schoolwide student academic growth of 4.4 percentile points in English language arts and 5.1 percentile points in math. Three appendixes are included in this document: (1) About the study; (2) Methods; and (3) Supporting analyses. [For the full report, see ED607493; for the study brief, see ED607496; and for the study snapshot, see ED607497.]
Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Study Brief. REL 2020-026
Author: Theriault, S. B.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Observation,Scores,School Effectiveness,Academic Achievement,Achievement Gains,Mathematics Achievement,English,Language Arts,Classroom Environment,Elementary Schools,Secondary Schools,Elementary School Students,Secondary School Students,Student Characteristics,Institutional Characteristics,Educational Quality

The Massachusetts Department of Elementary and Secondary Education, like other state education agencies and school districts, recognizes that the quality of instruction is a key lever to turning around low-performing schools. As part of annual monitoring of state-designated low-performing schools, the department's external monitors observe instruction in low-performing schools using Teachstone's Classroom Assessment Scoring System. The external monitors rate low-performing schools on three instructional domains: emotional support, classroom organization, and instructional support. This study examines the relationships between schoolwide instructional observation scores in these domains and schoolwide student academic achievement (measured by the percentage of students who met or exceeded expectations on state assessments) and growth in low-performing schools while taking into account what might be attributed to the schools' percentage of economically disadvantaged students and to school grade span. It found a statistically significant positive relationship between schoolwide instructional observation scores in the classroom organization domain and schoolwide student achievement in English language arts. There was no significant relationship between scores in any other domain and achievement in English language arts or between scores in any domain and achievement in math. The relationship between instructional observation scores and student achievement may be weak because achievement may be influenced by other factors, including students' prior academic achievement and the economic and social challenges their families face. The study also found statistically significant positive relationships between schoolwide instructional observation scores in each domain and schoolwide student growth in both English language arts and math. On a 7 point scale, a 1 point increase in schoolwide instructional observation score was associated with an increase in schoolwide student academic growth of 4.4 percentile points in English language arts and 5.1 percentile points in math. [For the full report, see ED607493; for the appendixes, see ED607495; and for the study snapshot, see ED607497.]
Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low-Performing Schools in Massachusetts. Study Snapshot. REL 2020-026
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Observation,Scores,School Effectiveness,Academic Achievement,Achievement Gains,Mathematics Achievement,English,Language Arts,Classroom Environment,Elementary Schools,Secondary Schools,Elementary School Students,Secondary School Students,Educational Quality

The Massachusetts Department of Elementary and Secondary Education, like other state education agencies and school districts, recognizes that the quality of instruction is a key lever to turning around low-performing schools. As part of annual monitoring of low-performing schools, the department uses Teachstone's Classroom Assessment Scoring System (CLASS) instructional observation tool to assess the quality of teacher and student interactions in three domains: emotional support, classroom organization, and instructional support. Researchers at the department and the Regional Educational Laboratory Northeast &amp; Islands examined the relationships between schoolwide instructional observation scores gathered during annual monitoring visits to low-performing schools and schoolwide student academic achievement and growth. While relevant for policy, the associations may not be generalized to other types of schools and do not imply causal relationships. [For the full report, see ED607493; for the appendixes, see ED607495; and for the study brief, see ED607496.]
Restorative Practices. Research to Practice Brief
Author: SWIFT Education Center
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Educational Research,Positive Behavior Supports,Teacher Student Relationship,Discipline,High School Students,African American Students,Hispanic American Students,American Indian Students,Educational Practices,Program Effectiveness,High School Teachers

Multi-tiered System of Support (MTSS) behavioral instruction includes classroom practices supporting social and emotional learning, which in turn support student academic, behavioral, and emotional success. The study summarized in this research to practice brief, &quot;The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline&quot; (EJ1121357), by Gregory, Clawson, Davis, and Gerewitz (2015) focused on one such practice--Restorative Practices--and the effects on student-teacher relationships and equitable school discipline. Restorative Practices (RP) is an emerging social science that supports development of healthy interpersonal connections among people in relationships through social circles, schools, and the communities where they live. It is rooted in Indigenous American community practices. In schools RP is predominantly employed as a proactive social and emotional support in K-12 classrooms. In their study, Gregory and colleagues measured outcomes from students in 29 classrooms situated in two large and diverse high schools in small cities on the United States East Coast. The study compared the experiences of Latinx, Black, and Indigenous American students with those of White and Asian students. The researchers demonstrated that teachers who implement RP with fidelity in the classroom were less likely to issue exclusionary discipline referrals for misconduct or defiance; and they were more likely to engage in trusting student-teacher interactions and engender student feelings of fair treatment and positive relationships with students who are Black, Latinx, or Indigenous American. This perception of high quality student-teacher relationships with students of color suggests that RP may be culturally appropriate and has the potential to reduce the racial discipline gap.
Five Things Student Affairs Professionals Can Do to Support Diverse Students in STEM. NASPA Research and Policy Institute Issue Brief
Author: Espinosa, Lorelle L.
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: STEM Education,Disproportionate Representation,Minority Group Students,Females,Student Personnel Services,College Students,College Faculty,Educational Cooperation,Inclusion,Evidence Based Practice

Bolstering the call for diverse perspectives in the STEM classroom and laboratory is a current movement toward preparing all students--whether or not in STEM majors--for a world that is increasingly reliant on advances in technology and science, an approach that also thrives on diverse perspectives. Many institutions are embracing a &quot;STEM for all&quot; approach, building new or additional math and science courses into general education requirements alongside the humanities. Some are in fact touting computer programming as the &quot;new cursive.&quot; It's not just an in-vogue phenomenon. Student affairs professionals in career preparation settings have long been familiar with the demand for talent that aligns with the skills and abilities associated with STEM education, such as critical thinking, problem solving, systems evaluation, mathematical reasoning, and inductive and deductive reasoning. Fortunately, student affairs professionals are poised to make a difference in how students approach and succeed in STEM fields and are particularly equipped to ensure the success of women, minority students, and minority women. The orientation of student affairs--one that fosters student body community, promotes cross-group collaboration, and celebrates inclusivity--is the perfect foundation upon which to build institutional success in undergraduate (as well as graduate) STEM education. This brief pulls together leading research and practices to describe five ways student affairs professionals can enact change from within institutions that will improve the climate and enhance the success of diverse students in the STEM fields.
State-Wide Social and Emotional Learning Embedded within Equity-Based MTSS: Impact on Student Academic Outcomes. Research Brief
Author: McCart, A. B.
Date: 2020-05-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Positive Behavior Supports,Academic Achievement,Outcomes of Education,Program Implementation,School Districts,Educational Innovation,Language Arts,Mathematics Education,Evidence Based Practice,Educational Quality,Program Evaluation,Fidelity,Scores

Multi-Tiered System of Support (MTSS) is a framework within which schools provide evidence-based instruction and support to all students aligned with their identified needs. When social and emotional learning (SEL) is embedded within MTSS, it offers a foundation to support learning in ways that address the full array of student need. In 2016, the Orange County Department of Education, the Butte County Office of Education, and SWIFT Education Center with support from the California State Department of Education launched a large scale state-wide effort to implement MTSS with embedded SEL. This effort offered districts and schools across the state the opportunity to build their systems to support the whole child (CA SUMS Annual Report, 2018). This brief presents a study of a sample of schools from this state-wide program in relation to student academic outcomes. This study offers important information for the field related to educational innovation. Specifically, this systematic study demonstrated positive outcomes for students in English Language Arts (ELA) and Math when compared with matched controls, thus offering promising evidence of efficacy for implementation of SEL-MTSS. Students benefit when school leaders have (1) a strong philosophical foundation on which to build, (2) access to high-quality professional learning and technical assistance, (3) an evidence-based framework, and (4) a clear focus on the mechanics of how to implement SEL-MTSS.
Effect of Regular Classroom Tests on Learning and Understanding of Concepts in Chemistry
Author: Essiam, Charles
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Scientific Concepts,Concept Formation,High School Students,Foreign Countries,Essay Tests,Testing,Intervention,Student Improvement,Student Motivation,Retention (Psychology),Science Instruction

This study employed regular classroom tests as an intervention to help students learn and understand the concepts periodicity and chemical bonds in chemistry. The participants of the study were thirty four second year science students at Swedru Senior High School in the Central Region of Ghana. These students were taught for eight weeks and at the end of each week made to take an essay-type test on the concepts they have learnt within the week and the previous weeks. Questions asked were constructed with increasing cognitive demand to challenge students to reason and apply the principles learnt in solving them. Descriptive feedback in the form of written comments was provided against any incorrect responses which did not reflect understanding of concepts learnt. These strategies adopted improved the performance of students in the weekly tests as most of the responses students provided in the weekly tests reflected understanding of the concepts learnt. The regular classroom tests made students revised their notes throughout the term and hence improved their performance in chemistry.
Expanding Federal Work-Study Opportunities for California Community College Students
Author: Siqueiros, Michele
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Work Study Programs,Federal Programs,Community Colleges,Two Year College Students,Student Employment,Federal Aid,Barriers,Opportunities,Differences,Regional Characteristics,Geographic Regions,Program Administration,Innovation

Attending college without working is a luxury most California community college students do not have. In fact, nationally, 80 percent of today's community college students work while going to class (39 percent of them work full-time), with many balancing their role as a primary source of income for their family and caring for young children. Jobs provide experience that prepare college students for their professional careers, but in many cases, work is an absolute necessity for students. And while working a moderate number of hours while in school has been associated with higher achievement, working too many hours can threaten degree completion. The US Department of Education notes that, &quot;Work-study is a way for students to earn money to pay for school through part-time on- (and sometimes off-) campus jobs. The program gives students an opportunity to gain valuable work experience while pursuing a college degree.&quot; This is good news for students able to access federal work-study, but not all community colleges participate in the Federal work-study (FWS) program. This brief provides an overview of the federal work-study opportunities and challenges in California's community colleges. FWS can be beneficial in meeting the needs of today's students, but community college students are disadvantaged when it comes to receiving FWS dollars compared to their peers at other institutions, and there is wide variation in the amount of FWS aid available from college to college.
The Use of Final Particle &quot;Yo&quot; in Japanese Male-Male Conversations
Author: Zhang, Yuyang
Date: 2020-09-05
Type: Reports - Research
Subjects: Japanese,Language Usage,Form Classes (Languages),Language Research,Humor,Television,Programming (Broadcast),Correlation,Second Language Learning,Second Language Instruction,Teaching Methods,COVID-19,Interpersonal Communication,Interpersonal Relationship,Disease Control,Pandemics

This paper will analyze the function of final particle &quot;yo&quot;, and factors that may affect the use of &quot;yo&quot; in order to avoid FTAs if there is any. The data used in this paper is a transcription of a 10-minute unscripted excerpt from a Japanese comedy variety show called &quot;Shabekuri 007&quot;. The excerpt was first aired on April 20th, 2020, under quarantine due to the COVID-19 situation. Final particle, as an important aspect in Japanese language, allows the speaker to convey their attitudes or judgments on the conversation. One of the most common final particles in Japanese is &quot;yo&quot;. The results show that when the source of information is from the speaker, &quot;yo&quot; is used to confirm that addressee receives the information and when the source is the addressee, &quot;yo&quot; is usually used to emphasize on different opinions. The frequency of its usage largely depends on the relationship between speakers and level of formality of the conversation. As mentioned, final particles are an important aspect of Japanese conversation, yet often underestimated in Japanese classes. The findings of the paper will show how final particle &quot;yo&quot; is used in real situation, thus help Japanese language learners to use it properly to make their spoken Japanese sounds more natural.