ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education&apos;s Return on Investment: The Case for Why Higher Education Matters
Author: Kentucky Council on Postsecondary Education
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Outcomes of Education,College Graduates,Bachelors Degrees,Associate Degrees,Student Costs,Public Colleges,Student Loan Programs,Debt (Financial),Education Work Relationship,State Aid,Educational Finance,Student Financial Aid,Tuition,Fees,Income,High School Graduates,Unemployment,Labor Force Nonparticipants,Welfare Services,Educational Attainment

This report tracks 42,856 students who graduated from a Kentucky high school in 2010 until 2018, the most recent year of data available. Over half of these students entered an in-state college or university directly from high school. Another 5,000 had enrolled in college by 2018. All in all, 13,576 (32%) completed a postsecondary credential, and 1,709 were still enrolled at the end of eight years. Students who did earn a postsecondary degree were making significantly more money than high school graduates at the end of eight years - about $12,000 more for a bachelor's degree and $8,000 more for an associate degree. These differences grow even more pronounced over time, as degree holders are more likely to be promoted to managerial or leadership positions within their organizations. Salary estimates from the American Community Survey show that over an entire career, bachelor's degree holders in Kentucky earn $1.2 million more than high school graduates, and associate degree holders earn $422,000 more. This more than offsets their investment in the degree, even when lost earning potential is taken into account. A bachelor's degree graduate will make 26 times the investment, while an associate degree graduate will make 40 times the investment.
The Historical Development of Professional Counseling and an Overview of Vocational Standards in the United States
Author: Arslan, Umut
Date: 2018-12-00
Type: Journal Articles
Subjects: Counseling,Standards,Counselor Training,Accreditation (Institutions),Counselor Certification,Ethics,Professional Associations,Counselor Qualifications

The American counseling field has reached most credentials, which are expected from a profession. The current standards in the United States provide safe counseling environment for clients and protect counselors' rights. Understanding the developments and key points of historical procedures could help international researchers to contribute the developments in their country. Furthermore, several countries have traced the American counseling professional pathway to establish their counseling fields. In the U.S., counseling professionals mostly began their efforts in the American Counseling Association (ACA), and developed independent accreditation, certification, and licensure processes within new organizations. Thus, developments counseling in the United States parallel ACA's history. The aim of this study is to help international counselors, counselor educators, and counseling by benefiting of developments in the United States. For this purpose, this study introduces historical steps and the current structure and standards of (a) ACA, (b) accreditation in counselor education, (c) licensure and certification of counseling professionals, and (d) ethical codes in the United States.
Game-Based Learning Analytics in Physics Playground
Author: Shute, Valerie
Date: 2019-00-00
Type: Reports - Research
Subjects: Physics,Science Instruction,Educational Games,Educational Technology,Technology Uses in Education,Evaluation Methods,Teaching Methods,Concept Formation,Scientific Concepts,Incentives,Usability,Animation,Grade 7,Grade 8,Student Attitudes,Data Collection,Data Analysis

Well-designed digital games hold promise as effective learning environments. However, designing games that support both learning and engagement without disrupting flow is quite tricky. In addition to including various game design features (e.g., interactive problem solving, adaptive challenges, and player control of gameplay) to engage players, the game needs ongoing assessment and support of the players' knowledge and skills. In this chapter, we (a) generally discuss various types of learning supports and their influence on learning in educational games, (b) describe stealth assessment in the context of the design and development of particular supports within a game called Physics Playground, (c) present the results from recent usability studies examining the effects of our new supports on learning, and (d) provide insights into the future of game-based learning analytics in the form of stealth assessment that will be used for adaptation. [This chapter was published in: M. Chang &amp; A. Tlili (Eds.), &quot;Data Analytics Approaches in Educational Games and Gamification Systems&quot; (pp. 69-93). New York, NY: Springer.]
Test-Related Behaviors and Performance on the ACT. ACT Research &amp; Policy. Issue Brief
Author: Schiel, Jeff L.
Date: 2020-01-00
Type: Reports - Research
Subjects: College Entrance Examinations,Student Behavior,Test Wiseness,Scores,Calculators,Stress Variables,Student Characteristics,Sleep,Eating Habits,Stress Management,Test Anxiety,Racial Differences,Ethnicity,Family Income,Parent Background,Educational Attainment,Grade Point Average,High School Students

Students exhibit a variety of test-related behaviors before and during the American College Testing (ACT®) test. Previous ACT research has identified associations between test-related behavior and ACT test performance. For example, test preparation has been shown to be associated with modest ACT Composite score gains on the second ACT testing occasion. This study builds on previous research, using recent data on student test-related behavior. It examines the relationship of such behavior with test performance using statistical modeling, a method that allows the relationship between a single test-related behavior and ACT performance to be examined while statistically controlling for other test-related behaviors and relevant student characteristics.
Applying Credit to Multiple Credentials
Author: James, Ted
Date: 2020-02-00
Type: Reports - Research
Subjects: College Credits,Credentials,Foreign Countries,Transfer Policy,Postsecondary Education,Undergraduate Students,Public Colleges,Educational Practices,Integrity,Stakeholders,Educational Research,Certification,Residence Requirements,Core Curriculum,Prior Learning,Academic Degrees

Permitting students to transfer credits earned in one program towards another program lies at the heart of the BC post-secondary transfer system, maximizing student mobility through credit portability. This study focused on situations where students seek to apply credits to multiple credentials that are &quot;lateral&quot; (for example, where a student with a marketing diploma seeks to earn another business diploma) or &quot;reverse&quot; (for example, where a student with a social work degree seeks to earn a certificate in addictions). The study examined only undergraduate credentials and posed the following questions: (1) To what extent, and in what ways, do public post-secondary institutions in BC allow students to use credit that they have already applied towards earning one credential as credit towards another credential at the same or lower level?; (2) What policies and practices currently govern the awarding of credit for multiple credentials, and how readily available are these?; (3) To what extent are institutional policies consistent across the province, and where do they vary?; and (4) What issues are raised by the practice of allowing the same credit to be used in multiple credentials, and how might the BC public post-secondary system best address these issues? To answer these questions, the authors conducted a literature review, gathered data on current policies and practices published on a sample of institutional websites, conducted interviews with institutional personnel, and collected background policy documentation.
eMINTS Comprehensive Program. Intervention Brief. Teacher Excellence Topic Area. NCEE WWC 2020-011
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Faculty Development,Teacher Improvement,Coaching (Performance),Technology Integration,Educational Technology,Grade 4,Grade 5,Grade 7,Grade 8,Elementary Schools,Middle Schools,Mathematics Achievement,Literacy Education,Reading Achievement,Teacher Effectiveness,Communities of Practice,Costs,Program Evaluation,Racial Differences,Gender Differences,Socioeconomic Status,Public Schools,Lesson Plans

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;eMINTS Comprehensive Program,&quot; referred to as &quot;eMINTS&quot; in this report, on student achievement. The strong influence of teachers on student outcomes, as well as the variation in teacher effectiveness, has led to the creation of programs designed to help teachers improve their effectiveness in the classroom. The &quot;eMINTS Comprehensive Program&quot; aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program's goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. The WWC identified eight studies of &quot;eMINTS.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from two studies of the impact of &quot;eMINTS&quot; on students in grades 4, 5, 7, and 8. [For the Intervention Report, see ED604118. For the Intervention Snapshot, see ED604119.]
eMINTS Comprehensive Program. Intervention Report. Teacher Excellence Topic Area. NCEE WWC 2020-011
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Faculty Development,Teacher Improvement,Coaching (Performance),Technology Integration,Educational Technology,Grade 4,Grade 5,Grade 7,Grade 8,Elementary Schools,Middle Schools,Mathematics Achievement,Literacy Education,Reading Achievement,Teacher Effectiveness,Lesson Plans,Communities of Practice,Costs,Program Evaluation,Racial Differences,Gender Differences,Socioeconomic Status,Public Schools

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;eMINTS Comprehensive Program,&quot; referred to as &quot;eMINTS&quot; in this report, on student achievement. The &quot;eMINTS Comprehensive Program&quot; aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The WWC identified eight studies of eMINTS. Two of these studies meet WWC standards. The evidence presented in this report is from two studies of the impact of eMINTS on students in grades 4, 5, 7, and 8. The evidence indicates that implementing eMINTS: (1) May increase general mathematics achievement; and (2) May result in little or no change in general literacy achievement. [For the Intervention Brief, see ED604117. For the Intervention Snapshot, see ED604119.]
eMINTS Comprehensive Program. Intervention Snapshot. Teacher Excellence Topic Area. NCEE WWC 2020-011
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Faculty Development,Teacher Improvement,Coaching (Performance),Technology Integration,Educational Technology,Grade 4,Grade 5,Grade 7,Grade 8,Elementary Schools,Middle Schools,Mathematics Achievement,Literacy Education,Reading Achievement,Teacher Effectiveness,Costs,Program Evaluation,Racial Differences,Gender Differences,Socioeconomic Status

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;eMINTS Comprehensive Program,&quot; referred to as &quot;eMINTS&quot; in this report, on student achievement. The strong influence of teachers on student outcomes, as well as the variation in teacher effectiveness, has led to the creation of programs designed to help teachers improve their effectiveness in the classroom. The &quot;eMINTS Comprehensive Program&quot; aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. Findings on &quot;eMINTS&quot; from two studies that meet WWC standards are shown in this report. [For the Intervention Brief, see ED604117. For the full report, see ED604118.]
Program for the International Assessment of Adult Competencies (PIAAC): State and County Indirect Estimation Methodology Report. NCES 2020-225
Author: Krenzke, Tom
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Adults,Surveys,Statistical Analysis,Computation,Scores,Literacy,Numeracy,Models,Counties,Validity,Predictor Variables

The Program for the International Assessment of Adult Competencies (PIAAC) is a multicycle survey of adult skills and competencies sponsored by the Organization for Economic Cooperation and Development (OECD). The survey examines a range of basic skills in the information age and assesses these adult skills consistently across participating countries. PIAAC is the sixth of a series of adult skills surveys, sponsored by the National Center for Education Statistics (NCES), that have been implemented in the United States. This report describes the statistical methodology used to produce estimates of average scores and high, middle, and low proficiency levels of adult skills for every state and county in the United States.
Exploring the Evidence of Speech Recognition and Shorter Passage Length in Computerized Oral Reading Fluency (CORE)
Author: Nese, Joseph F. T.
Date: 2015-07-00
Type: Reports - Research
Subjects: Oral Reading,Reading Fluency,Accuracy,Reading Rate,Computer Assisted Testing,Reading Tests,Scores,Elementary School Students,Scoring,Evaluation Methods

Assessing reading fluency is critical because it functions as an indicator of comprehension and overall reading achievement. Although theory and research demonstrate the importance of ORF proficiency, traditional ORF assessment practices are lacking as sensitive measures of progress for educators to make instructional decisions. The purpose of this study is to compare traditional ORF measures/administration to a computerized ORF assessment system based on speech recognition software (CORE). Using WCPM scores as the outcome, we compare: (a) traditional ORF passages to CORE passages, (b) CORE passage lengths, and (c) scoring methods. We used a general linear model with two within-subject factors, to test the mean WCPM score differences between passage length, scoring method, and their interaction. We found that CORE passages, whether short, medium, or long, tended to have higher WCPM means than the Traditional ORF passages. Real-time scoring tended to have higher WCPM means than both Audio Recording and ASR scoring types, and the ASR and Recording scores were quite similar across passage length and grade, providing preliminary evidence that the speech recognition scoring engine can score passages as well as human administrators in real settings. [Published by the Society for the Scientific Study of Reading.]
Word Generation. Intervention Report. English Learners Topic Area. NCEE 2020-010
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: English Language Learners,Vocabulary,Reading Comprehension,Academic Language,Perspective Taking,Language Proficiency,English (Second Language),Intervention,Elementary School Students,Middle School Students,Educational Research,Instructional Effectiveness,Program Costs,Grade 4,Grade 5,Grade 6,Grade 7

Improving vocabulary and reading comprehension is critical to students' academic success, particularly for English learners who may have less exposure to academic language than native English-speaking students. &quot;Word Generation&quot; is a supplemental program that aims to improve students' reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. &quot;Word Generation&quot; was designed for all students; however, English learners in particular could benefit from its focus on academic language. This What Works Clearinghouse (WWC) report, part of the WWC's English Learners topic area, explores the effects of &quot;Word Generation&quot; on English language proficiency and reading comprehension for English learners. The WWC identified nine studies of &quot;Word Generation&quot; that focused on English learners. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of Word Generation on English learners in a range of grades--4th through 7th--and in a variety of school settings, including elementary, middle, and K-8 schools in urban, suburban, and small town districts. [For the Intervention Brief, see ED604124. For the Intervention Snapshot, see ED604125.]
Word Generation. Intervention Brief. English Learners Topic Area. NCEE 2020-010
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: English Language Learners,Vocabulary,Reading Comprehension,Academic Language,Perspective Taking,Language Proficiency,English (Second Language),Intervention,Elementary School Students,Middle School Students,Educational Research,Instructional Effectiveness,Program Costs,Grade 4,Grade 5,Grade 6,Grade 7

Improving vocabulary and reading comprehension is critical to students' academic success, particularly for English learners who may have less exposure to academic language than native English-speaking students. &quot;Word Generation&quot; is a supplemental program that aims to improve students' reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. &quot;Word Generation&quot; was designed for all students; however, English learners in particular could benefit from its focus on academic language. This What Works Clearinghouse (WWC) report, part of the WWC's English Learners topic area, explores the effects of &quot;Word Generation&quot; on English language proficiency and reading comprehension for English learners. The WWC identified nine studies of &quot;Word Generation&quot; that focused on English learners. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of Word Generation on English learners in a range of grades--4th through 7th--and in a variety of school settings, including elementary, middle, and K-8 schools in urban, suburban, and small town districts. This intervention brief provides an overview of the full report. [For the full report, see ED604123. For the Intervention Snapshot, see ED604125.]
Word Generation. Intervention Snapshot. English Learners Topic Area. NCEE 2020-010
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: English Language Learners,Vocabulary,Reading Comprehension,Academic Language,Perspective Taking,Language Proficiency,English (Second Language),Intervention,Elementary School Students,Middle School Students,Educational Research,Instructional Effectiveness,Program Costs,Grade 4,Grade 5,Grade 6,Grade 7

Improving vocabulary and reading comprehension is critical to students' academic success, particularly for English learners who may have less exposure to academic language than native English-speaking students. &quot;Word Generation&quot; is a supplemental program that aims to improve students' reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. &quot;Word Generation&quot; was designed for all students; however, English learners in particular could benefit from its focus on academic language. This What Works Clearinghouse (WWC) report, part of the WWC's English Learners topic area, explores the effects of &quot;Word Generation&quot; on English language proficiency and reading comprehension for English learners. The WWC identified nine studies of &quot;Word Generation&quot; that focused on English learners. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of Word Generation on English learners in a range of grades--4th through 7th--and in a variety of school settings, including elementary, middle, and K-8 schools in urban, suburban, and small town districts. This intervention snapshot provides a brief summary of the full report. [For the full report, see ED604123. For the Intervention Brief, see ED604124.]
The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergarteners at Reading Risk
Author: Mellado De La Cruz, Veronica
Date: 2019-00-00
Type: Reports - Research
Subjects: Emergent Literacy,Kindergarten,Student Behavior,Behavior Problems,Reading Skills,Symptoms (Individual Disorders),Severity (of Disability),Hyperactivity,At Risk Students,Progress Monitoring,Aggression,Affective Behavior,Attention Deficit Disorders,Phoneme Grapheme Correspondence,Phonological Awareness,Decoding (Reading),Incidence

The purpose of the study was to assess early literacy skills and examine the presence and stability of challenging behaviors across the critical threshold of the kindergarten school year. Students' (n = 337) literacy performance (letter sound fluency, word attack, and phonological awareness) and challenging behaviors (teacher ratings of inattention/hyperactivity, mood/affect, and defiance/aggression) were measured in the fall and spring. Changes in student behaviors were classified as (a) &quot;Elevated Stable,&quot; (b) &quot;Average Stable,&quot; (c) &quot;Increased,&quot; or (d) &quot;Decreased,&quot; based on the relation of scores to normative and clinical cutpoints, and to changes observed from fall to spring. Students' literacy growth patterns varied by type of behavior. In terms of defiance/aggression, students classified as &quot;Decreased&quot; demonstrated the strongest growth. By contrast, the level of challenging behavior was most relevant for inattention/hyperactivity, and behavioral stability was most relevant for mood/affect. After describing major implications, limitations and directions for future research are discussed. [This paper was published in &quot;The Elementary School Journal&quot; v120 n2 p220-242 2019 (EJ1234503).]