ethanporcaro/eric-fulltext-meta huggingface dataset:
Young Spanish-English Speaking Children&apos;s Reading Attitudes in Relation to Language Skills
Author: Wood, Carla L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Bilingualism,Positive Attitudes,Recreational Reading,Correlation,Spanish Speaking,English (Second Language),Academic Achievement,Reading Achievement,English Language Learners,Gender Differences,Language Tests,Vocabulary Development,Barriers,Receptive Language,Phonological Awareness,Language Skills,Verbal Ability,Vocabulary,Elementary School Students,Kindergarten,Student Attitudes

Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance. Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants--100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments. Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes. Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children. [This article was published in &quot;Educational Research&quot; (EJ1160511).]
Scan of States&apos; College- and Career-Ready Indicators. Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2015-07-24
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Educational Indicators,Elementary Secondary Education,State Standards,Academic Standards,Common Core State Standards,Educational Assessment,Graduation Requirements,Alignment (Education),Planning

This memorandum provides a summary of the indicators of college- and career-readiness used in nine states: Arizona, Florida, Illinois, Nevada, New York, Oregon, Pennsylvania, Texas, and Utah. This scan was conducted at the request of the California Comprehensive Center, and focuses on data from states' Elementary and Secondary Education Act (ESEA) Flexibility Requests and the web sites of state departments of education.
Smooth Sailing in a Perfect Storm of Student Debt? Change and Inequality in Borrowing and Returns to Advanced Degrees. WCER Working Paper No. 2018-9
Author: Pyne, Jaymes
Date: 2018-08-00
Type: Reports - Research
Subjects: Debt (Financial),Student Loan Programs,Loan Repayment,College Students,Social Stratification,Economically Disadvantaged,Minority Group Students,Graduate Study,Barriers,Enrollment Trends,Socioeconomic Status,African American Students,Outcomes of Education

Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by deterring bachelor's degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs. We speculate that the ongoing personal financing of advanced degrees, changes to funding in higher education, and increasing returns to and demand for post-baccalaureate degrees have created a perfect storm for those seeking degrees beyond college. We find that aggregate increases in borrowing among advanced degree students between 1996 and 2016 can be explained in part by increasing enrollment rates, particularly among master's degree students, and large, secular increases in graduate and professional students' undergraduate and graduate borrowing. In contrast to undergraduate debt alone, the burden of educational debt among graduate borrowers appears to have fallen on students from lower socioeconomic backgrounds and historically discriminated students of color more so than their more advantaged counterparts and women more so than men. Average graduate degree wage premiums over bachelor's degree holders are substantial for many who graduate with advanced degrees, but are particularly high for African American graduates, complicating simple conclusions about the stratification of debt at the post-graduate level.
Building Guided Pathways to Community College Student Success: Promising Practices and Early Evidence from Tennessee
Author: Jenkins, Davis
Date: 2018-09-00
Type: Reports - Research
Subjects: Community Colleges,Educational Change,Change Strategies,College Readiness,Career Readiness,Program Effectiveness,Student Personnel Services,Progress Monitoring,College Credits,College Mathematics,College English,Equal Education,Racial Bias,Ethnicity,Age Differences,Adult Learning,High School Students

Among state community college systems, the 13 community colleges under the Tennessee Board of Regents (TBR) are probably the furthest along in implementing guided pathways reforms. All 13 colleges are implementing what they call &quot;Tennessee completion practices&quot;--reforms to help students choose, enter, navigate, and complete programs that prepare them for further education and careers. This report describes how the colleges are operationalizing the Tennessee completion practices in their own contexts, as well as how trends in leading indicators of student completion have changed since the reforms began. Drawing on colleges' detailed self-assessments of their progress and telephone interviews with college administrators, staff, and faculty, the authors discuss how far along the colleges are in implementing completion practices in each of the four major areas of guided pathways reforms: (1) mapping pathways to student end goals; (2) helping students choose and enter a program pathway; (3) keeping students on path; and (4) ensuring that students are learning. They then examine promising trends in first-year momentum among entering students, with a focus on students' accumulation of college credits and completion of gateway college math and English courses in their first year. In addition to looking at overall improvements in early momentum metrics, the authors review the extent to which the colleges have made progress in closing equity gaps by race/ethnicity and age. The report concludes with a consideration of critical next frontiers for the Tennessee community colleges, along with future directions for the Community College Research Center's (CCRC's) continuing research partnership with TBR and the Tennessee community colleges.
Scan of States&apos; Writing Standards for Reference to Cursive Writing. Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2015-09-22
Type: Reports - Descriptive
Subjects: Language Arts,Academic Standards,Writing Achievement,Handwriting,Common Core State Standards,State Standards,Elementary Education

This memorandum presents results from a scan of states' English language arts (ELA) standards for writing, with specific attention to references of cursive writing. This work was conducted by the Center on Standards and Assessment Implementation (CSAI). Using information posted on public web sites for each state and the District of Columbia, the following data were collected: (1) the type of ELA standards currently adopted in that state of jurisdiction (i.e., full adoption of the Common Core State Standards (CCSS), partial adoption of the CCSS, or state-specific standards); (2) whether cursive writing was included anywhere in the ELA standards; (3) whether it serves as a requirement or is optional (and hence open to local decision-making); and (4) relevant notes.
Scan of State Assessment Systems (SY 2014-2015). Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2014-12-09
Type: Reports - Descriptive
Subjects: Educational Assessment,Measurement,Common Core State Standards,Academic Standards,State Standards,Alternative Assessment,Mathematics Tests,Language Tests,Science Tests,Social Studies,English Language Learners,Exit Examinations,Achievement Tests,School Readiness,Elementary Secondary Education

This memorandum presents results from the Center on Standards and Assessments Implementation's (CSAI's) most recent scan of state assessment systems, with attention to changes from the previous school year to the 2014-2015 school year. CSAI derived the information reported in this memorandum from websites maintained by state, district, and territory departments of education; thus, the accuracy of this report is commensurate with the accuracy of those sources. The reported data is intended to be used as a general summation of states' current systems, and not as a definitive report on any individual state.
Scan of Alternative Student Achievement Measures in Statewide Teacher Evaluation Systems. Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2014-09-22
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Tests,Alternative Assessment,Teacher Evaluation,Student Evaluation,Elementary Secondary Education,Outcomes of Education

This memorandum presents the results of the most recent scan of student achievement measures, other than state tests, in state teacher evaluation systems. This scan also includes measures of student-centered outcomes unrelated to achievement.
Scan of Statewide Teacher Evaluation Systems. Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2014-08-12
Type: Reports - Descriptive
Subjects: Teacher Evaluation,State Standards,Teaching Skills,Teacher Competencies,Teacher Responsibility,Academic Achievement

The contents of this memorandum present the results of the most recent scan of state teacher evaluation systems. Components of states' systems have been categorized into the following: (1) Student Achievement: Includes measures based on student assessment or other classroom-based performance; (2) Instructional Practice: Includes measures based on instruction-based teacher activity/performance; and (3) Professional Practice: Includes measures reflective of teacher activity/performance related to school- and community-based professional responsibilities.
A Review of Statewide Assessment Opt-Outs. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-07-00
Type: Information Analyses
Subjects: Educational Assessment,Standardized Tests,State Standards,Parent Attitudes,Federal Legislation,State Policy,Information Dissemination,Student Evaluation,Educational Legislation

Over the past few years, opposition to statewide assessments around the nation has grown. A U.S. News &amp; World Report article noted that as many as 500,000 students are opting out of state tests, including approximately one in five New York students. More commonly known as the opt-out movement, parents concerned about the quality and use of assessments are increasingly choosing to remove their children from statewide standardized assessments. The Center on Standards and Assessment Implementation (CSAI) recently reviewed information relevant to the opt-out movement, which is summarized in the first part of this report. Next, a a comprehensive review of public documents was conducted, including state actions to counteract the opt-out movement. The second part of this report and Table 1, State Legislation/Policy and Efforts at Reducing Opt-Out, summarizes those findings. The goal of the report is to provide useful information to states and education organizations leading to quality education policies and practices. [For the CSAI Update on this topic, see ED588462.]
The 2016 Michigan Public High School Context and Performance Report Card
Author: DeGrow, Ben
Date: 2017-00-00
Type: Reports - Research
Subjects: Academic Achievement,High Schools,High School Students,Standardized Tests,Socioeconomic Status,School Effectiveness,Charter Schools,Scores,Grades (Scholastic),Educational Quality,Selective Admission,Online Courses,Public Schools,Achievement Gains

The 2016 Michigan Public High School Context and Performance Report Card is the third edition in a series of analyses designed to measure high school performance. The first report was published in 2012 (ED541512) and was followed by a 2014 analysis (ED560065). This report is a school-level assessment of academic performance based on a four-year average of state standardized tests. This report card is unique in that it takes into consideration the socioeconomic status of students when assessing an individual school's performance. The goal of this report card is to better inform the debate around relative school effectiveness and to provide parents, educators and school leaders with a more accurate picture of school performance. This report includes a brief explanation of the data and methodology used to rank schools, as well as more statistical information in adjoining appendices. Selected results are also presented, including the best- and worst-performing high schools in the state according to this analysis. Finally, this report card includes a full list of all the results for every public high school, including their letter grade and statewide percentile rank. [Cover title varies: &quot;The Michigan Context and Performance Report Card: High Schools, 2016.&quot;]
Are You Reading My Mind? Modeling Students&apos; Reading Comprehension Skills with Natural Language Processing Techniques
Author: Allen, Laura K.
Date: 2015-03-00
Type: Reports - Research
Subjects: Reading Comprehension,Reading Skills,Natural Language Processing,Intelligent Tutoring Systems,Predictor Variables,Student Evaluation,Computer Assisted Instruction,Computer Uses in Education,Discourse Analysis,Linguistics,Models,High School Students,Reading Tests

This study builds upon previous work aimed at developing a student model of reading comprehension ability within the intelligent tutoring system, iSTART. Currently, the system evaluates students' self-explanation performance using a local, sentence-level algorithm and does not adapt content based on reading ability. The current study leverages natural language processing tools to build models of students' comprehension ability from the linguistic properties of their self-explanations. Students (n=126) interacted with iSTART across eight training sessions where they self-explained target sentences from complex science texts. Coh-Metrix was then used to calculate the linguistic properties of their aggregated self-explanations. The results of this study indicated that the linguistic indices were predictive of students' reading comprehension ability, over and above the current system algorithms. These results suggest that natural language processing techniques can inform stealth assessments and ultimately improve student models within intelligent tutoring systems. [This paper was published in &quot;LAK '15,&quot; ISBN 978-1-4503-3417-4, March 16-20, 2015.]
The Michigan Context and Performance Report Card: Public Elementary and Middle Schools, 2017
Author: DeGrow, Ben
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary School Students,Middle School Students,Educational Quality,Public Schools,Elementary Schools,Middle Schools,Academic Achievement,Poverty,Institutional Characteristics,Standardized Tests,Scores,Educational Improvement,High Achievement,Achievement Gains,Low Achievement

This report represents the third in a series designed to measure the academic performance of Michigan elementary and middle schools, and the first of the series to use results from the M-STEP assessment. Similar report cards were published in 2013 (ED560064) and 2015 (ED568656), based on different but overlapping years of scores on the defunct Michigan Educational Assessment Program. The Context and Performance Report Card stands apart from standard measures of academic performance. It controls for the differences in students' socioeconomic status at each school. This provides a more accurate appraisal of a school's performance, since higher rates of student poverty are strongly correlated with lower academic subject test scores. Without this needed adjustment, school report cards could overrate the effectiveness of schools with relatively affluent student populations or underrate the effectiveness of schools with less affluent students. The CAP report card also relies on a school's score on the report card is based entirely on how well that school performs compared only to other schools. A high &quot;CAP Score&quot; means only that a school performs well compared to its peers. As with prior editions, the report card uses multiple years of student achievement data so as not to allow one year's results to unduly influence a school's ratings. In this case, three years of M-STEP data for third through eighth grade subject tests are incorporated into determining a school's CAP Score.
The Effect of e-Book Vocabulary Instruction on Spanish-English Speaking Children
Author: Wood, Carla
Date: 2018-00-00
Type: Reports - Research
Subjects: Books,Electronic Publishing,Vocabulary Development,Bilingual Students,Spanish Speaking,English (Second Language),Kindergarten,Grade 1,English Language Learners,Morphology (Languages),Verbal Ability,Intelligence Tests,Vocabulary,Elementary School Students

Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children received e-book readings approximately 3 times a week for 10-20 weeks using the same books. Children in the treatment condition received e-books supplemented with vocabulary instruction that included scaffolding through explanations in Spanish, repetition in English, checks for understanding, and highlighted morphology. Results: There was a main effect of the intervention on expressive labeling (g = 0.38) and vocabulary on the PPVT (g = 0.14) with no significant moderation effect of initial PPVT score. There was no significant difference between conditions on children's expressive definitions. Conclusions: Findings substantiate the effectiveness of computer implemented embedded vocabulary intervention for increasing ELs' vocabulary knowledge. Implications: Computer-assisted vocabulary instruction with scaffolding through Spanish explanations, repetitions, and highlighted morphology is a promising approach to facilitate word learning for ELs in kindergarten and first grade. [This is the online version of an article published in &quot;Journal of Speech, Language, and Hearing Research.&quot; For the final published version of this article, see EJ1187764.]
Creating Strong Transitions from High School through College: A Progress Report on Redesigning Senior Year
Author: Vargas, Joel
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: High School Seniors,High School Graduates,College Freshmen,College School Cooperation,Graduation Requirements,College Credits,Student Placement,School Business Relationship,Partnerships in Education,Strategic Planning,Grade 12,Transitional Programs,Dual Enrollment,Design,College Readiness,Educational Strategies,Educational Objectives

Jobs for the Future (JFF) set out a little over a year ago to create such models for bridging the secondary-postsecondary divide, developing strategies for high schools and colleges to build paths from the 12th grade through critical milestones of success in the first year of college. These partnerships of school districts and community colleges in Ohio, Tennessee, and Texas hold the belief that their institutions share responsibility for supporting students whom they so often both serve from the same community within a few months' time. They have a common goal to ensure that every high school student completes key nonremedial college courses by the time they make the transition from 12th grade into the first year of college. They also are co-validating these experiences as part of high school graduation requirements and through college credit or guarantee of placement in nonremedial, college-level courses. This resource guide presents working models of successful employer engagement and lessons for securing and sustaining partnerships with employers. It presents a continuum that gives examples of activities associated with each level of employer engagement.
System Rules Manual of the Illinois Community College Board. October 2018
Author: Illinois Community College Board
Date: 2018-10-03
Type: Reference Materials - General
Subjects: Community Colleges,Enrollment,Governing Boards,Governance,Academic Records,Standards,Administration,Student Evaluation,Guidelines,Money Management,Scholarships,Grants,Tuition,Definitions,Two Year College Students

This document is a companion to a similar report dated May 2018. It outlines the administrative rules of the Illinois Community College Board (ICCB), as of October 2018 delineating the following: (1) ICCB Administration, including definitions, regulations of advisory groups and opinions, manuals, the role of the executive director, appearance at ICCB meetings, appeal procedure, administration of detachments and subsequent annexations, and recognition; (2) Local District Administration, describing reporting requirements, certification of organization, responsibilities, and maintenance of documents or information; (3) Programs, detailing definitions; units of instruction, research, and public service; program and reporting requirements; statewide and regional planning; college, branch, campus, and extension centers; cooperative agreements and contracts; course classification and applicability; and acceptance of private business vocational school credits by community colleges in select disciplines; (4) Students, discussing definition of terms, admissions, student services, academic records, student evaluation, and reporting requirements; (5) Finance, reviewing definitions, financial planning, audits, budgets, student tuition calculations, published financial statements, credit hour claims, reporting requirements, chart of accounts, capital renewal grants, special initiatives grants, and Lincoln's challenge scholarship grants; (6) Capital Projects, relating definition of terms, approval and funding of capital projects, state funded capital projects, locally funded capital projects, reporting requirements, approval of projects from 110ILCS 805/3-20.3.01, completion of projects from 110 ILCS 805/3-20.3.01, and demolition of facilities; and (7) Personnel, recounting definitions of terms and sabbatical leaves. [For the May 2018 version of this report &quot;System Rules Manual of the Illinois Community College Board. May 2018,&quot; see ED588496.]