ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 Report Card on the Effectiveness of Teacher Training Programs
Author: Tennessee State Board of Education
Date: 2011-11-01
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Teacher Education Programs,Research Reports,State Legislation,College Outcomes Assessment,Outcome Measures,Educational Indicators,Program Evaluation,Institutional Characteristics,College Programs,Student Characteristics,Academic Records,Graduation Rate,Profiles,School Statistics,Statistical Analysis,Education Work Relationship,Teacher Placement

The Tennessee General Assembly passed legislation in 2007 requiring that the State Board of Education produce an assessment on the effectiveness of teacher training programs. The law requires that the report includes data on the performance of each program's graduates in the following areas: placement and retention rates, Praxis II results, and teacher effect data based on the Tennessee Value-Added Assessment System (TVAAS) scores. This year's report card includes several additional indicators for each program; more information on the changes and additions can be found in the following section. The information contained herein is to establish a baseline for teacher training programs and for the public to evaluate and review program effectiveness, based on specific measures of quality as defined by Tennessee Code Annotated 49-5-108. The following changes have been put into effect for the 2011 report: (1) The individual program reports include a summary page with information about the teacher training program as well as demographic and academic information on program completers; (2) The program reports also include a map of where the most recent cohort of completers is currently teaching; (3) There are additional documents to help the reader understand the data--the &quot;Glossary of Terms and How to Read the Program Reports&quot;;  (4) The Executive Summary includes specific findings from the data; (5) There is now a Tennessee State Profile with statewide data and program comparisons; and (6) Teacher training programs reported student data directly to THEC, ensuring that programs have the ability to accurately claim completers. Appended are: (1) Technical Report provided by the SAS Institute; and (2) Teacher Effect Tables. A glossary of terms is included. Individual sections contain footnotes. [For the 2010 report, &quot;Report Card on the Effectiveness of Teacher Training Programs,&quot; see ED514363.]
From the Cradle to the Labour Market? The Effect of Birth Weight on Adult Outcomes. CEE DP 61
Author: Black, Sandra E.
Date: 2006-03-00
Type: Numerical/Quantitative Data
Subjects: Body Weight,Educational Attainment,Mortality Rate,Labor Market,Social Indicators,Foreign Countries,Twins,Body Composition,Intelligence Quotient,Gender Differences,Socioeconomic Status,Family Characteristics,Genetics,Poverty,Family Income

Lower birth weight babies have worse outcomes, both short-run in terms of one year mortality rates and longer run in terms of educational attainment and earnings. However, recent research has called into question whether birth weight itself is important or whether it simply reflects other hard-to-measure characteristics. By applying within twin techniques using a unique dataset from Norway, we examine both short-run and long-run outcomes for the same cohorts. We find that birth weight does matter; very small short-run fixed effect estimates can be misleading because longer-run effects on outcomes such as height, IQ, earnings, and education are significant and similar in magnitude to OLS estimates. Our estimates suggest that eliminating birth weight differences between socio-economic groups would have sizeable effects on the later outcomes of children from poorer families. (Contains 12 figures, 12 tables, and 41 footnotes.) [This research was supported by the California Center for Population Research and the Norwegian Research Council.]
Close Neighbours Matter: Neighbourhood Effects on Early Performance at School. CEE DP 68
Author: Goux, Dominique
Date: 2006-07-00
Type: Reports - Research
Subjects: Proximity,Foreign Countries,Neighborhoods,Outcomes of Education,Social Influences,Community Characteristics,Community Influence,Community Involvement,Community Relations,Early Experience,Academic Achievement,Identification,Peer Influence,Peer Relationship,Public Housing,Birth Rate,Educational Indicators

Children's outcomes are strongly correlated with those of their neighbours. The extent to which this is causal is the subject of an extensive literature. An identification problem exists because people with similar characteristics are observed to live in close proximity. Another major difficulty is that neighbourhoods measured in available data are often considerably larger than those which matter for outcomes (i.e. close neighbours). Several institutional features of France enable us to address these problems. We find that an adolescent's performance at the end of junior high-school are strongly influenced by the performance of other adolescents in the neighbourhood. (Contains 14 tables, 17 footnotes, and a technical appendix.)
Comprehensive versus Selective Schooling in England and Wales: What Do We Know? CEE DP 66
Author: Manning, Alan
Date: 2006-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Secondary Schools,Track System (Education),Comprehensive Programs,Educational Change,Academic Achievement,Educational History

British secondary schools moved from a system of extensive and early selection and tracking in secondary schools to one with comprehensive schools during the 1960s and 70s. Before the reform, students would take an exam at age eleven, which determined whether they would attend an academically oriented grammar school or a lower level secondary school. The reform proceeded at an uneven pace in different areas, so that both secondary school systems coexist during the 1960s and 70s. The British transition therefore provides an excellent laboratory for the study of the impact of a comprehensive versus a selective school system on student achievement. Previous studies analyzing this transition have typically used a value added methodology: they compare outcomes for students passing through either type of school controlling for achievement levels at the time of entering secondary education. While this seems like a reasonable research design, we demonstrate that it is unlikely to successfully eliminate selection effects in who attends what type of school. Very similar results are obtained by looking at the effect of secondary school environment on achievement at age 11 and controlling for age 7 achievement. Since children only enter secondary school at age 11, these effects are likely due to selection bias. Careful choice of treatment and control areas, and using political control of the county as an instrument for early implementation of the comprehensive regime do not solve this problem. (Contains 1 figure, 9 tables, and 4 footnotes.)
The Mobility of English School Children. CEE DP 67
Author: Machin, Stephen
Date: 2006-05-00
Type: Reports - Research
Subjects: Disadvantaged,Academic Achievement,Foreign Countries,Institutional Characteristics,Student Mobility,Compulsory Education,Census Figures,Longitudinal Studies,Educational Background,Prior Learning,Data Analysis,Relocation,Performance Factors,Student Characteristics,Aptitude Treatment Interaction

In this paper we examine links between pupil mobility and pupil and school characteristics at all levels of compulsory schooling in England. We derive measures of mobility from two academic years of the Pupil Level Annual School Census (PLASC) data, a unique national administrative pupil level longitudinal data source. Our findings suggest that mobile pupils are more socially disadvantaged than non-mobile pupils and are significantly less likely to have a good prior education record. Moreover, we find that pupils are less likely to move if the school they attend has good average performance levels. Finally, when children move school, they are more likely to end up in a school with better Key Stage performance than the one they left, but this improvement is significantly more marked for children from better off backgrounds. The Appendix describes issues involved in how the authors calculate various measures used in this paper.(Contains 9 tables and 13 footnotes.)
Are Schools Drifting Apart? Intake Stratification in English Secondary Schools. CEE DP 64
Author: Gibbons, Stephen
Date: 2006-12-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary Schools,School Segregation,Academic Ability,Academic Achievement,Secondary School Students,School Choice,Public Schools,Selective Admission,Parochial Schools

The issue of social segregation in schools has seen a recent resurgence of interest--in the US, UK and internationally--as the debate rages on about whether policies that expand families' freedom to choose amongst schools encourage divergence or convergence in the types of pupil different schools admit. Most attention has been focussed on segregation along lines of ethnic or social background. Yet, the real consideration that seems to be in the back of most people's minds is the issue of segregation or stratification of schools along lines of pupil ability. We look explicitly at this issue using data on the population of pupils entering Secondary school in England from 1996 to 2002. Our study does highlight wide disparities between peer-group ability in different schools. But we also find that, contrary to popular opinion, almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different Secondary schools. Appended are: (1) Construction of the smoothed inverse-cumulative distributions; (2) Table 6: Sample sizes in base year; (3) Table 7: Factor analysis of pupil test scores, London 1996; (4) Figure 3: Bootstrap 95% Confidence interval on inverse-cumulative distribution, London, 1995; (5) and Table 8: Cell sizes for school types in Table 4. (Contains 2 figures, 8 tables, and 17 footnotes.)
Peer Effects and Pupil Attainment: Evidence from Secondary School Transition. CEE DP 63
Author: Gibbons, Stephen
Date: 2006-05-00
Type: Reports - Research
Subjects: Academic Achievement,Attendance,Foreign Countries,Peer Influence,Educational Environment,Secondary School Students,Age Differences,Elementary Schools,Secondary Schools,Prior Learning,Academic Ability,Prediction,Place of Residence

It is a common belief that children will thrive if educated amongst better class and schoolmates. It is a belief that guides many parents in their choice of school, and has important implications for policy on school choice and organisation. Many studies have tried to measure this &quot;peer-group&quot; effect, but the enterprise is plagued by conceptual and empirical difficulties. In this study, we use the population of state Secondary school pupils in England to tease out how pupil attainments at age 14 respond to differences in the prior, age-11 attainments of their current school grade peer-group. Data on home addresses and school attendance allow us to compare outcomes of children who live in the same street, or who attended the same Primary school up to age 11, but then move on to different Secondary schools with different peer-group quality. These &quot;peer-group&quot; effects seem to exist, but they are small in magnitude--a 1 s.d. increase in peer-group prior attainments allows a pupil to improve their own score by barely 0.08 of a standard deviation. We tackle various gnarly empirical problems arising in regression models of pupil attainments that incorporate individual and group prior attainments as explanatory variables. Estimates from such models are seriously biased by transient components in prior pupil attainments, correlation between current and prior peer-group characteristics and by ability sorting into Secondary schooling. We address these issues by using teachers predictions as instruments for prior attainments, defining a pupil's current peer-group in terms of those school mates with whom he or she has had no contact in the past, and by predicting current peer-group attainments with the productivity of their origin Primary schools, measured by the gain in attainments of different cohorts between ages 7 and 11. (Contains 1 figure, 7 tables, and 14 footnotes.)
Comparing District Achievement to Improve Decision Making in Clark County, Nevada. Vignette
Author: American Institutes for Research (AIR), State and Local Evaluation Center
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Counties,Vignettes,Decision Making,Resource Allocation,Achievement Gap,Educational Improvement,Accountability,Racial Differences,Comparative Analysis,Comparative Testing

In response to changing demographics, a tightening budget, and drastic achievement gaps (white students outperform Latino students on standardized tests) the Clark County School District in Nevada (the fifth largest district in the country) commissioned, in 2011, an educational and operational efficiency review. The district commissioned the review to understand how to better allocate their resources and make the case with state legislators for increased funding. The American Institutes for Research (AIR), a subcontractor on this project, was responsible for identifying three districts--Broward County, Florida; Miami; and Houston--with similar demographics and financial circumstances and comparing their student achievement to Clark County's. The AIR analysis identified the factors contributing to the disparity between the achievements of those districts and of Clark County. AIR staff also analyzed the districts' student achievement data to isolate areas that need improvement.
Understanding the Impact of a Ninth-Grade Transition Program in Texas. Vignette
Author: American Institutes for Research (AIR), State and Local Evaluation Center
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Intervention,Summative Evaluation,Formative Evaluation,Program Implementation,Program Effectiveness,Grade 9,Transitional Programs,At Risk Students,High School Students,Graduation,College Preparation,Career Development,Academic Achievement,Mathematics Achievement,Reading Achievement,Comparative Analysis

Ninth grade often is considered a make-or-break year in determining whether students will be successful in high school and beyond. The Texas Education Agency (TEA) created the Texas Ninth Grade Transition and Intervention Program to ease the transition of at-risk students into high school and increase the likelihood that they graduate on time and are prepared for college and careers. Prior to rolling out the program statewide, TEA wanted to understand the effect of the program on student achievement. The comprehensive evaluation conducted by American Institutes for Research (AIR) and its partner Gibson Consulting Group found that the program significantly increased the English and mathematics assessment scores of participating students compared to similar students who did not participate in the program. The results of both the summative evaluation and a formative evaluation regarding program implementation provided the Texas Legislature with nuanced contextual information to understand the impact of the program.
Selective HBCUs: A Competitive Option
Author: Blacknall, Tiffany
Date: 2011-11-00
Type: Reports - Research
Subjects: African American Students,Black Colleges,College Choice,Competition,Student Diversity,Student Experience,Interviews,Student Motivation,Student Interests,Culturally Relevant Education,Scholarships,Racial Factors,Family Influence,Alumni,Reputation,Institutional Characteristics,Educational Environment,Expectation,Teacher Qualifications,Relevance (Education)

Despite the number of arguments in support of or against the value and relevance of historically Black colleges and universities (HBCUs), there is little literature that takes an in-depth look at the diversity among HBCUs and the students who choose them.  The purpose of this study was to explore the college choice motivations and academic experiences of academically competitive students who attend selective HBCUs.  The current study analyzes interview data from eight African American alumni of selective HBCUs.  Participants reported their motivations for attending selective HBCUs hinged on their interest in enhancing their academic knowledge, as well as their cultural appreciations for HBCUs and their historical mission of providing culturally rich education to African Americans.  Participants also reported positive academic experiences at these selective HBCUs, noting relationships with faculty and administrators, as well as opportunities to expand their social and professional networks.
Morbidity and Mortality Weekly Report. Volume 61, Number 13
Author: Moolenaar, Ronald L., Ed.
Date: 2012-04-06
Type: Collected Works - Serial
Subjects: Communicable Diseases,Elementary Schools,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Pregnancy,Prevention,Secondary Schools,Public Schools,Correctional Institutions,Disease Control

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly &quot;MMWR&quot; are provisional, based on weekly reports to CDC by state health departments. This issue of &quot;Morbidity and Mortality Weekly Report&quot; includes the following reports: (1) Outbreak of Meningococcal Disease Associated with an Elementary School--Oklahoma, March 2010 (Kristy Bradley, Lauri Smithee, Thomas Clark, Henry Wu, Raydel Mair, Brian Harcourt, Leonard Mayer, Susanna Schmink, Christopher Paddock, Sherif Zaki, and Steven Grube); (2) HIV, Other STD, and Pregnancy Prevention Education in Public Secondary Schools--45 States, 2008-2010 (Laura Kann, Nancy Brener, Timothy McManus, and Howell Wechsler); and (3) Influenza Outbreaks at Two Correctional Facilities--Maine, March 2011 (Sara Robinson, Peter Smith, Stephen D. Sears, Joseph Shubert, Carrie Reed, and Susan E. Manning). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.
The Psychometric Analysis of the Persian Version of the Strategy Inventory for Language Learning of Rebecca L. Oxford
Author: Fazeli, Seyed Hossein
Date: 2012-04-00
Type: Journal Articles
Subjects: Psychometrics,Measures (Individuals),Indo European Languages,Females,College Students,English (Second Language),Second Language Learning,Learning Strategies,Validity,Reliability,Foreign Countries

The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen Iranian female university level learners of English language as a university major were the volunteers to participate in this research work. The intact classes were chosen. The psychometric qualities were tested. All the analyses conducted demonstrated that the SILL was equally valid and reliable to be used in Persian language to measure the Language Learning Strategies. (Contains 4 tables.)
The Relationship between the Extraversion Trait and Use of the English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2012-04-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,English (Second Language),Extraversion Introversion,Females,College Students,Foreign Countries

The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies). (Contains 3 tables.)
Review of &quot;High-Achieving Students in the Era of NCLB&quot;
Author: Camilli, Gregory
Date: 2008-07-29
Type: Reports - Evaluative
Subjects: Federal Legislation,Academic Achievement,High Achievement,Educational Legislation,Accountability,Low Achievement,State Standards,Educational Policy,Program Effectiveness,Resource Allocation,Teacher Attitudes,Economic Development,Literature Reviews,At Risk Students,Public Education

A recent report from the Fordham Institute considers potential instructional policies for high-achieving students that should be considered in the forthcoming reauthorization of the No Child Left Behind Act. The report finds: 1) achievement growth among high-achieving students has been slower than that of low-achieving students; 2) this trend can be traced to state accountability practices; and 3) teachers would support new policies targeted to high achievers. This review examines several premises of the report's conclusions, both implicit and explicit. It concludes that evidence regarding the effects of accountability is inconsistent. It also concludes that teachers have a more nuanced view of allocating resources to high- and low-achievers than is recognized in the report. (Contains 1 table and 16 notes and references.) [This paper reviews the following document: &quot;High-Achieving Students in the Era of NCLB&quot; (ED501703).]
Review of "How Sound an Investment? An Analysis of Federal Prekindergarten Proposals"
Author: Barnett, W. Steven
Date: 2008-03-24
Type: Reports - Evaluative
Subjects: Reports,Preschool Education,Public Education,Federal Government,Government Role,Federal Programs,Educational Research,Validity

This new report from the Lexington Institute, "How sound an investment? An analysis of federal prekindergarten proposals," considers current proposals for federal involvement in prekindergarten (pre-K). It is misleading, however, with respect to both the provisions and likely consequences of those proposals. The report attempts to disparage the potential benefits of pre-K by presenting inaccurate information about public pre-K programs and their effects. Although the report provides some useful cautions about these programs, it exaggerates the relative importance of those cautions. The report's conclusions are grounded in a failure to consider other relevant research on pre-K's effectiveness and the relative merits of targeted and universal approaches to preschool education. (Contains 33 notes and references.)