ethanporcaro/eric-fulltext-meta huggingface dataset:
Identity and Charter School Leadership. Profiles of Leaders of Color: Building an Effective Staff
Author: Doyle, Daniela
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Minority Groups,African Americans,Administrators,Professional Identity,Racial Identification,Educational Practices,Profiles,Leadership Qualities,Empathy,Leadership,Mentors

This is the first in a series of reports to be published by the National Alliance in partnership with Public Impact highlighting the experiences of school leaders of color in charter schools across the country. While the impact school leaders have on student performance has been well documented, there has been little attention to how leaders' experiences and racial identities inform and influence their practice. While many practices of good leadership are universal, an individual's identity shapes how they approach situations and can inspire new and innovative practices. The report includes the profiles of three leaders of color--Frances Teso of Voices College-Bound Language Academies, in California, Eric Sanchez of Henderson Collegiate, in North Carolina, and Jamar McKneely of InspireNOLA in New Orleans--and shares how they recruit, train, and support their teachers.
Portland Public Schools&apos; Striving Readers Program: Year 5 Evaluation Report
Author: Faddis, Bonnie J.
Date: 2011-12-22
Type: Reports - Research
Subjects: Public Schools,Reading Programs,Program Evaluation,Reading Achievement,Educational Indicators,Secondary School Students,Program Implementation,Intervention,Reading Teachers,Teacher Qualifications,Faculty Development,Adoption (Ideas),Barriers,Reading Instruction,Reading Skills,Reading Strategies,Skill Development,Reading Difficulties

Portland Public Schools (PPS), the largest school district in Oregon, serves more than 46,000 students in regular and special programs. More than 2,900 classroom teachers address the needs of a diverse student population (44% minority, 46% low income, 14% special education, 9% English language learners). A district needs assessment in fall 2005 revealed that 13 of Portland's 85 regular schools were eligible to participate in the Striving Readers program. Four of the high schools and 5 of the middle schools determined that they could meet the program's research requirements. All 9 schools had at each grade level a significant number of students who were at least 2 years behind in reading achievement; all received Title I funding; and none had achieved Adequate Yearly Progress under No Child Left Behind at the time of the Striving Readers application. School leaders expected the Striving Readers program to impact more than 6,400 students and 450 teachers in the 9 participating schools. After examining adolescent reading programs and studying the research on adolescent literacy, Portland Public Schools selected the Strategic Instruction Model Content Literacy Continuum developed by the University of Kansas' Center for Research on Learning to improve teacher instruction and student reading achievement in the participating middle and high schools. This report summarizes Year 1 (2006-2007), Year 2 (2007-2008), Year 3 (2008-2009), Year 4 (2009-2010), and Year 5 (2010-2011) of implementation of the targeted intervention for students reading at least 2 years below grade level in Grades 7-10 and the whole school intervention designed to help all students in Grades 6-12 learn the critical content in all curricular areas.
Data Preparation and Analysis Primer
Author: Bonsu, Pam
Date: 2016-05-19
Type: Reports - Descriptive
Subjects: Data Analysis,Graduation Rate,Strategic Planning,Faculty Development,Technical Assistance,Guides,Grade 3,Elementary School Students,Educational Indicators,Literacy,Mathematics Achievement,Prediction,School Effectiveness,Computer Software,Data Collection,Career Readiness,College Readiness,State Departments of Education,Elementary Secondary Education

The Southeast Comprehensive Center (SECC) at SEDL, an affiliate of American Institutes for Research (AIR), partnered with the Alabama State Department of Education (ALSDE) in 2014 to assist in evaluating Alabama Plan 2020, mainly focusing on learners and the graduation rate. SECC provided professional development and analytic technical assistance on evaluation statistical techniques to ALSDE research and development staff and later codeveloped the data primer in the process so that staff would have a record and instructional manual of the technical assistance provided. Development of this guide was part of SECC's work on two projects, Alabama Plan 2020 Indicators: Grade 3 Literacy and Mathematics (which concluded in December 2016) and Alabama Low-Performing Schools (which concluded September 2019). To assess whether students would graduate on time and college- and career-ready, ALSDE staff, with support from SECC, learned and utilized multiple regression as a methodological approach to predict the success of Plan 2020. Using this approach, ALSDE was able to use extant or existing school-level data (e.g., rate of free and reduced-price lunch, number of counselors per 100 students, and average daily attendance) to predict the state's graduation rate. Using the above analysis as examples, the goal of the data primer is to provide an approach to addressing key research and evaluation questions in education. More specifically, the data primer is designed to enhance understanding and use of data to develop regression models for assessing school progress on the Plan 2020 priorities. The data primer is organized into three sections, &quot;Cleaning and Merging Data,&quot; &quot;Analyzing Data,&quot; and &quot;Presenting Data,&quot; each offering step-by-step instructions. [This report was co-produced by Alabama State Department of Education's Research &amp; Development office.]
Year One Evaluation Report/Impact Study: Illinois Striving Readers
Author: Dimitrov, Dimiter
Date: 2012-03-26
Type: Reports - Evaluative
Subjects: Reading Programs,Program Evaluation,Intervention,Secondary School Students,Grade 9,Reading Difficulties,Reading Achievement,Program Implementation,Reading Tests,Standardized Tests,Scores,Technology Uses in Education,Faculty Development,Reading Teachers,Teacher Characteristics,Student Characteristics,Reading Instruction,Student Evaluation,Outcomes of Education,Reading Skills,Reading Comprehension

The Illinois Striving Readers (ISR) Project had two purposes: (1) implement a supplemental reading intervention for students in ninth grade who were reading below grade level; and (2) study the impact of the intervention on students' performance on standardized assessments using a randomized control trial design. The Illinois Striving Readers (ISR) project focused on ninth grade students who scored at the bottom two quartiles on the state assessment (grade 8 EXPLORE®). A total of 855 students participated in the project. Of these, 427 students were randomly assigned to the treatment group, with 428 students going to the control group. This report presents findings from the first year of implementation of the Illinois Striving Readers. The report is divided into three parts: (1) describes the intervention as proposed by the developers and the project's logic model; (2) discusses findings from the first implementation year; and (3) presents the analysis of the intervention's impact on student academic performance, as measured by standardized assessments.
A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
Author: Davidson, Jordan
Date: 2019-11-01
Type: Reports - Research
Subjects: Out of School Youth,Foreign Countries,Unemployment,At Risk Persons,Young Adults,Child Caregivers,Age Differences,Family Income,Educational Attainment,Physical Health,Mental Health,Physical Activity Level,Emotional Disturbances,Anxiety,Suicide,Smoking,Alcohol Abuse,Drug Abuse,Life Satisfaction,Gender Differences,Self Concept,Well Being,Tables (Data)

Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
Education and Labour Market Outcomes of Children with an Immigrant Background by Their Region of Origin. Ethnicity, Language and Immigration Thematic Series
Author: Turcotte, Martin
Date: 2019-11-15
Type: Reports - Research
Subjects: Immigrants,Children,Adolescents,Educational Attainment,Employment Level,Parent Background,Geographic Regions,Foreign Countries,Gender Differences,College Graduates,Refugees,Socioeconomic Influences,Individual Characteristics,High School Graduates,STEM Education,Minority Groups,Wages

Using integrated data from the 2006 and 2016 censuses, this study examines the educational and labour market outcomes of a cohort of immigrant children aged 9 to 17 years in 2006. In this study, the results of the children of immigrants from various regions of origin are compared with those of children of Canadian-born parents. [For the summary report &quot;Results from the 2016 Census: Education and Labour Market Successes and Challenges for Children of Immigrant Parents. Insights on Canadian Society,&quot; see ED600844.]
The Transition from School to Work: The NEET (Not in Employment, Education or Training) Indicator for 20- to 24-Year-Olds in Canada. Education Indicators in Canada: Fact Sheet
Author: Brunet, Sylvie
Date: 2019-07-05
Type: Reports - Research
Subjects: Foreign Countries,Young Adults,Individual Characteristics,Labor Market,Unemployment,At Risk Persons,Gender Differences,Educational Attainment,Family Structure,Minority Groups,Indigenous Populations,Immigrants,Rural Urban Differences,Geographic Regions

Young people who are not in education, employment or training make up what is known as the NEET population. The NEET indicator has been regularly published by the Organisation for Economic Co-operation and Development (OECD) since the late 1990s, as NEET youth may be at risk of low-income or social exclusion. This fact sheet focuses on young NEETs aged 20 to 24. It is the last in a series of three fact sheets that examine the NEET population in Canada based on the three age groups that are usually considered for studying the transition from school to work (people aged 15 to 19, 20 to 24, and 25 to 29). Young people aged 15 to 29 form a heterogeneous group as the relationships that the three age groups have with education and the labour market are very different. The vast majority of those aged 15 to 19 are still in school, those aged 20 to 24 have started their transition from school to the labour market, while the majority of those aged 25 to 29 are working adults. The reasons for which young people are part of the NEET population therefore partly depends on their age group. This fact sheet is organized as follows. To put things in context, the proportions of young people aged 20 to 24 in education and employment will be examined, as well as their conditions in the labour market. Next, an overall picture of young NEETs of this age will be painted, at the Canada-wide, provincial and territorial levels, as well as among OECD countries. Finally, a number of characteristics of the NEET population will be studied in order to identify groups that may be particularly at risk of finding themselves in a NEET situation. The methodology is found in Annex A1 and a summary table in Annex A2. [For the other two fact sheets in this series, see &quot;The Transition from School to Work: The NEET (Not in Employment, Education or Training) Indicator for 25- to 29-Year-Old Women and Men in Canada. Education Indicators in Canada: Fact Sheet&quot; (ED594967) and &quot;The Transition from School to Work -- The NEET (Not in Employment, Education or Training) Indicator for 15 to 19 Year Olds in Canada. Education Indicators in Canada: Fact Sheet&quot; (ED595389).]
Maximum Marginal Likelihood Estimation of a Monotonic Polynomial Generalized Partial Credit Model with Applications to Multiple Group Analysis
Author: Falk, Carl F.
Date: 2014-10-30
Type: Reports - Research
Subjects: Maximum Likelihood Statistics,Item Response Theory,Computation,Simulation,Evaluation Methods,Goodness of Fit,Models,Psychometrics

We present a semi-parametric approach to estimating item response functions (IRF) useful when the true IRF does not strictly follow commonly used functions. Our approach replaces the linear predictor of the generalized partial credit model with a monotonic polynomial. The model includes the regular generalized partial credit model at the lowest order polynomial. Our approach extends Liang's (2007) method for dichotomous item responses to the case of polytomous data. Furthermore, item parameter estimation is implemented with maximum marginal likelihood using the Bock-Aitkin EM algorithm, thereby facilitating multiple-group analyses useful in operational settings. Our approach is demonstrated on both educational and psychological data. We present simulation results comparing our approach to more standard IRF estimation approaches and other non-parametric and semi-parametric alternatives. [This paper was published in &quot;Psychometrika&quot; v81 n2 p434-460 2016.]
On the Complexity of Item Response Theory Models
Author: Bonifay, Wes
Date: 2017-00-00
Type: Reports - Research
Subjects: Item Response Theory,Difficulty Level,Goodness of Fit,Factor Analysis,Models,Data,Classification

Complexity in item response theory (IRT) has traditionally been quantified by simply counting the number of freely estimated parameters in the model. However, complexity is also contingent upon the functional form of the model. The information-theoretic principle of minimum description length provides a novel method of investigating complexity by considering the inherent propensity of a model to fit well to any possible data. We examine four popular IRT models--exploratory item factor analytic, bifactor, DINA, and DINO--with different functional forms but the same number of free parameters. In comparison, a simpler (unidimensional 3PL) model was specified such that it had 1 more free parameter than the previous models. All five models were then fit to 1,000 data sets that were randomly and uniformly sampled from the complete data space and each model was assessed using global and item-level fit and diagnostic measures. The findings revealed that the factor analytic and bifactor models possess excessive flexibility and therefore a strong tendency to fit any possible data. The unidimensional 3PL model displayed minimal fitting propensity, despite the fact that it included an additional free parameter. The DINA and DINO models did not demonstrate a proclivity to fit any possible data, but they did fit well to meaningfully different data patterns. These findings suggest that applied researchers and psychometricians should consider functional form--and not goodness-of-fit alone--when selecting and applying an IRT model. [This paper was published in &quot;Multivariate Behavioral Research&quot; v52 n4 p465-484 2017.]
Support and Strategies for Enriching Achievement of Native American Students. Information Request
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2014-07-31
Type: Reports - Descriptive
Subjects: American Indian Students,Student Needs,Academic Support Services,Educational Policy,Graduation Rate,Dropout Prevention,Suspension,Advanced Placement,Extracurricular Activities,Family Involvement,Culturally Relevant Education,Small Group Instruction,Teamwork,Discipline,Social Justice,Expectation,Standards,Alaska Natives,Enrichment Activities

One of the states served by the Southeast Comprehensive Center (SECC) requested the center's assistance in compiling information regarding educational support for Native American students. To obtain this information, SECC staff contacted 16 states that have state agency contacts for Indian Education and/or that indicate a population of more than 4,000 Native American (NA) students (U.S. Department of Education, 2008, 2014). The center requested the following from the 16 state departments of education (SDEs), with respect to Native American students: successful strategies and related policies that states, schools, and school districts have implemented to support and enrich academic performance, specifically to: (1) Improve graduation rates; (2) Reduce dropout rates; (3) Reduce student suspensions; (4) Increase enrollment in upper level high school courses; (5) Increase enrollment in extracurricular activities; and (6) Increase family engagement. This report begins with a discussion of the the procedures for selecting materials for this report, general limitations of the resources, details regarding the states' responses and summaries of the selected resources. Further discussion of state-based efforts to support Native American students and recommendations for enriching achievement of this student group occur in the references of this report. Resource summaries are also provided.
The Postsecondary Experience and Early Labour Market Outcomes of International Study Permit Holders. Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2019-09-20
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Student Experience,Foreign Students,Employment,College Graduates,Student Employment,Wages,Individual Characteristics,Graduation Rate

The number of temporary residents that hold a postsecondary study permit in Canada has increased rapidly in recent years, going from 201,186 in 2009 to 294,020 in 2015--a 46.1% increase. The purpose of this study is to describe the postsecondary experience and early labour market outcomes of study permit holders (international students). The study found that about two-thirds of postsecondary study permit holders actually enrolled in postsecondary programs in 2015 (up from about half in 2009). International students were somewhat more likely to graduate from their postsecondary program than Canadian students within five years of initial registration. However, international postsecondary students were less likely than Canadian students to combine school and work. Furthermore, only about one-third of international students who graduated from a postsecondary program remained and worked in Canada six years after graduation. Among those who remained and worked in the country after graduation, former international students earned slightly more than Canadian students (and slightly less than permanent residents). However, international students generally possess more characteristics associated with higher earnings than Canadian students. When international and Canadian students with similar demographics, educational qualifications and pre-graduation work experience were compared, it was shown that international students earned less than Canadian students six years after graduation.
Early Progress: Interim Research on Personalized Learning
Author: Bill and Melinda Gates Foundation
Date: 2014-11-00
Type: Reports - Research
Subjects: Individualized Instruction,Charter Schools,Public Schools,Achievement Tests,Academic Achievement,Mathematics Achievement,Reading Achievement,Scores,Achievement Gains,Urban Schools,Competency Based Education,Technology Uses in Education,Classroom Environment,Teacher Attitudes,Student Attitudes

This interim report from the RAND Corporation is the first in what will be a series of research reports based on an ongoing long-term study of foundation-funded schools that are using a variety of approaches to personalized learning. Although the early results are encouraging, the study does not attempt to make claims about which aspects of these schools contributed to the gains in student learning to date. This research is part of the foundation's ongoing commitment to spread effective practices across districts and charter networks, support innovative roles for teachers, and support implementation of college-ready standards. All of the schools in the study received funding from the Bill &amp; Melinda Gates Foundation, either directly or through intermediary organizations, to implement personalized learning practices. Each of the participating schools in this study is affiliated with at least one of the following three foundation-supported initiatives: (1) Next Generation Learning Challenge; (2) Charter School Growth Fund's Next-Generation School Investments; and (3) the Bill &amp; Melinda Gates Foundation's Personalized Learning Pilots. This initial report focuses on the results for nearly 5,000 students attending 23 public charter schools that have been implementing personalized learning practices for the past two years and have two years of assessment data. Student learning growth was measured using the Northwest Education Association (NWEA)'s Measures of Academic Progress (MAP) math and reading assessments each fall and spring. [For the companion report, &quot;Early Progress: Interim Research on Personalized Learning. Teacher Surveys Responses,&quot; see ED600866.]
Early Progress: Interim Research on Personalized Learning. Teacher Surveys Responses
Author: Bill and Melinda Gates Foundation
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Teacher Surveys,Teacher Attitudes,Individualized Instruction,Charter Schools,Program Implementation,Elementary School Teachers,Secondary School Teachers,Noninstructional Responsibility,Teacher Responsibility,Intellectual Disciplines,Instructional Program Divisions,Individualized Education Programs,English Language Learners,Gifted Education,Teacher Background,Teacher Education Programs,Educational Environment,Technology Uses in Education,Faculty Development,Data Use,Academic Achievement,Student Behavior,Curriculum,Instructional Materials

This is the companion report to &quot;Early Progress: Interim Research on Personalized Learning&quot; which documents the teacher survey results for the 2013-14 school year. Researchers obtained and analyzed both qualitative and quantitative data from each school to create a broad picture of the schools' efforts to implement personalized learning and to understand the outcomes that resulted from the adoption of these new teaching and learning practices. [For the full report, see ED600865.]