ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness 2015: African American Students
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,College Readiness,Career Readiness,African American Students,Academic Achievement,Academic Aspiration,Academic Persistence,High School Graduates,Academic Standards,Achievement Tests,Alignment (Education),Benchmarking,College Bound Students,Comparative Analysis,Core Curriculum,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,Higher Education,Mathematics Instruction,Occupational Aspiration,Postsecondary Education,Race,Scores,State Standards,Student Behavior,Tables (Data),Reading Instruction,Science Instruction,Secondary Education,Asian American Students,American Indian Students,Hispanic American Students,Pacific Islanders,White Students

The &quot;Condition of College &amp; Career Readiness 2015&quot; is the ACT annual report on the progress of US high school graduates relative to college readiness. This report provides a national snapshot of academic performance among African American students in the 2015 high school graduating class who took the ACT® test and addresses questions of critical importance to our nation. This year's report shows that 59% of students in the 2015 US graduating class took the ACT® test, up from 57% last year and 49% in 2011. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of college readiness as well as offering a glimpse at the emerging educational pipeline. This report is designed to help educators understand and answer the following questions: (1) Are your students graduating from high school prepared for college and career?; (2) Are enough of your students taking core courses necessary to be prepared for success, and are those courses rigorous enough?; (3) What are the most popular majors/occupations, and what does the pipeline for each look like?; and (4) What other dimensions of college and career readiness, outside of academic readiness, should educators measure and track? [UNCF collaborated on this report with ACT, Inc. For the 2014 report, see ED588040.]
The Class of 2017
Author: Kroeger, Teresa
Date: 2017-05-04
Type: Reports - Research
Subjects: High School Graduates,College Graduates,Employment,Enrollment,Wages,Labor Market,Economic Climate,Unemployment,Underemployment,Gender Differences,Student Loan Programs,Debt (Financial),Racial Differences

The Great Recession and its aftermath have had long-lasting effects on the employment prospects of young people entering the workforce after graduating from high school or college. Despite officially ending in June 2009, the recession has left millions of people unemployed for extended spells, with recent workforce entrants such as young graduates particularly vulnerable to unemployment. The slow pace of the recovery has meant that, since 2007, students have graduated into an acutely weak labor market and have had to compete with more-experienced workers for a limited number of job opportunities. But after a long and sluggish recovery, young graduates' economic prospects have finally begun to look up. Sustained improvements in economic conditions in recent years have brightened young graduates' job prospects for employment and wage growth, particularly for those graduating from college. Young workers are taking notice of the stronger labor market: Among 18- to 30-year-olds surveyed in 2015, 61 percent were optimistic about their employment opportunities--up from 45 percent in 2013. This paper focuses on recent high school graduates (age 17-20) and college graduates (age 21-24) who are not enrolled in further schooling. Their employment, enrollment, and wage trends were analyzed in order to glean the class of 2017's economic prospects as they begin their careers. Key findings include: (1) The labor market for young graduates remains weaker today than it was in 2000 or 2007; (2) High school graduates matter; (3) Unemployment among young graduates is close to where it was in 2007 but still far higher than in 2000; (4) Underemployment rates among young graduates have improved but remain higher than before the recession began; (5) The share of young graduates who are &quot;idled&quot; by the economy--neither enrolled in further schooling nor employed--remains elevated in the wake of the Great Recession; (6) The overall unemployment rates and idling rates of young graduates mask substantial racial and ethnic disparities in these measures; (7) Wages have stagnated--or fallen--for most young graduates since 2000; (8) The wage gap between male and female young high school graduates has narrowed since 2000, while the wage gap between male and female young college graduates has widened; and (9) Young graduates are burdened by substantial student loan balances. Young high school graduates were hit especially hard by the Great Recession. While there is still a long road to a healthy economy, unemployment rates have dropped significantly since the aftermath of the recession. Although the economy is slowly improving, many graduates of the Class of 2017 will face a difficult job market.
The State of Public Education in New Orleans: 2013 Report
Author: Tulane University, Cowen Institute for Public Education Initiatives
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Public Education,Governance,Enrollment,Student Characteristics,Demography,Educational Facilities,Educational Finance,School Buildings,Human Capital,School Choice,Academic Achievement,Evaluation Methods,Success,Educational Change,Charter Schools,School Districts,Disabilities,Institutional Characteristics,Educational Vouchers,Racial Differences,Ethnicity,Socioeconomic Status,Urban Schools,Public Schools,Elementary Secondary Education

The 2012-13 school year marks the seventh full school year since the dramatic transformation of the public school system following Hurricane Katrina. While policies and structures continue to evolve, the overarching reform mechanisms of school autonomy, parental choice, and accountability delineate the unique public education model in New Orleans. This report provides information about the current school system and its successes and challenges based on available quantitative data, media coverage, and conversations with school and district leaders. [The report was made possible through support of the Osa Foundation.]
Finding Your Workforce: Latinos in Science, Technology, Engineering, and Math (STEM). Linking College Completion with U.S. Workforce Needs--2012-13
Author: Santiago, Deborah A.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Hispanic Americans,College Graduates,STEM Education,Academic Persistence,School Holding Power,Labor Force Development,Labor Needs,Student Recruitment,Employers,Associate Degrees,Certification,Bachelors Degrees,Masters Degrees,Doctoral Degrees

Drawing attention to the institutions graduating Latinos in postsecondary education links the college completion goals of the U.S. with the workforce needs of the country. This report provides a profile of the current Latino workforce in Science, Technology, Engineering, and Mathematics (STEM) for 2012-13 (the most recent data publicly available), and shares some current and potential opportunities for action to improve Latinos' retention and completion of a credential, and increase their representation in the STEM workforce. The goals of the report are to: (1) Increase awareness of Latinos graduating with degrees in occupational growth areas important to the nation's current and future workforce; (2) Respond to those interested in recruiting Latinos with postsecondary credentials but do not know where to find them; (3) Highlight the institutions and their efforts in graduating Latinos; and (4) Encourage employers to do more to engage the Latino community.
Evaluation Findings from Year 2 of Georgia&apos;s CLASS-Related Professional Development Evaluation Project
Author: Early, Diane M.
Date: 2017-01-00
Type: Reports - Research
Subjects: Faculty Development,Preschool Teachers,Models,Control Groups,Pretests Posttests,Teacher Attitudes,Preschool Education,Program Evaluation,Preschool Children,Teacher Student Relationship,Student Behavior,Coaching (Performance),Teacher Improvement,Classroom Techniques,Psychological Needs,Caring,Class Organization,Behavior Problems,Communities of Practice

During the 2015-16 academic year, Georgia's Department of Early Care and Learning (DECAL) piloted three professional development models for Georgia's Pre-K teachers. All three models focused on the Instructional Support domain of the Classroom Assessment Scoring System™ (CLASS; Pianta, La Paro, &amp; Hamre, 2008) and used resources developed by Teachstone. Pre- and post-intervention CLASS observations were collected for 94 participating teachers and revealed significant gains in average Instructional Support scores for teachers in all three models. Two of the three groups also evidenced gains in Emotional Support and Classroom Organization. The findings must be interpreted with caution because the sample was selected based on site director interest and convenience, thus we cannot know if these findings would generalize to other teachers. Further, we cannot know if these teachers would have demonstrated comparable growth with different professional development supports because the current study did not assign teachers to groups at random and did not include a control group. To gain more insight on that issue, the posttest CLASS scores of the teachers in these three professional development conditions were compared to those of a randomly selected group of teachers who served as the control group in another study of Georgia's PreK teachers. The findings were encouraging: all three groups of teachers had significantly higher posttest scores than the control group from the other study, after accounting for pretest scores, on Emotional Support and Classroom Organization. The MMCI w/Coaching group scored significantly higher than the control group from the other study on Instructional Support. Again, these findings must be interpreted with caution because the comparison group was part of a different study, during different academic years, and employing different data collectors. Teachers in all three conditions saw the professional development as useful and had had positive relationships with their coaches. Further, they generally felt that the training was in line with their personal goals and beliefs. Coaches generally reported that the teachers who improved the most were committed to change and open to feedback. Despite the cautions noted above, these models appear to be promising approaches to improving teacher-child interactions and warrant further development and research.
The Plan for School Unification in New Orleans: What Should Families Expect?
Author: Babineau, Kate
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Public Schools,Urban Schools,School District Reorganization,Charter Schools,Administrative Organization,State Legislation,Educational Legislation,Curriculum,Accountability,School Personnel,Personnel Management,Enrollment,Educational Facilities

On August 30, 2016, the Orleans Parish School Board (OPSB) and Recovery School District (RSD) released their Unification Plan to the public. The plan provides detail about Act 91 and the impending changes for local schools, teachers, parents, and students. The plan is necessarily detailed, providing an abundance of information on scheduling, facilities, funding, and governance. It also offers next steps in the planning process. However, it is also a preliminary document, and many of the most important decisions about unification have yet to be settled. This report pulls out many of the relevant points from the unification plan and arranges them topically according to areas that matter to parents, students, and the general community. The report opens with a glossary of key terms to help readers understand the wording of the plan. It then provides a timeline of important events during the unification process. Finally, the report offers an overview of how the plan addresses key topics such as accountability, facilities, staffing, curriculum, and enrollment. For each topic, the report answers these questions: (1) How does this work now?; (2) What does the unification plan say?; (3) What will change under unification?; and (4) What are the next steps? The Cowen Institute will continue to monitor the process of unification over the next two years. During that time, the Institute will aim to provide accessible, applicable information about the process and any new developments for parents, students, teachers, and the general public. This report is part one in what will be a multi-part series on unification.
Children&apos;s Pre-K Experiences and Outcomes in the North Carolina Pre-Kindergarten Program: 2014-2015 Statewide Evaluation
Author: Peisner-Feinberg, Ellen S.
Date: 2016-02-00
Type: Reports - Research
Subjects: Preschool Education,Program Effectiveness,Educational Quality,School Readiness,Outcomes of Education,Achievement Gains,Teacher Student Relationship,Language Acquisition,Emergent Literacy,Mathematics Achievement,Student Behavior,Spanish Speaking,Achievement Tests,Preschool Teachers,Teacher Qualifications

The purpose of the 2014-2015 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the characteristics and quality of the program and the outcomes for children during Pre-K, along with comparisons to previous years. NC Pre-K is a state-funded educational program for eligible 4-year-olds, designed to enhance their school readiness skills. Initiated in 2001-2002, the program became statewide by 2003-2004. Since its inception, the statewide pre-k program has served over 321,000 children. According to program guidelines, children are eligible for NC Pre-K primarily based on age and family income. The primary research questions addressed by this evaluation included: (1) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes? (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality? and (3) What were the key characteristics of the local NC Pre-K programs?
Validity and Reliability Study of Reading Culture Scale
Author: Türkel, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Test Construction,Test Validity,Test Reliability,Foreign Countries,Reading,Cultural Influences,Social Influences,Environmental Influences,Family Environment,Educational Environment,Student Attitudes

In this study, a reading culture scale was developed that can be used in determining the reading cultures of teacher candidates who study in education faculties. When looking at the literature, the attitudes about reading, habit, perception, self-efficacy and so on. It was seen that there were scales measuring the concepts but not a scale that could measure reading culture. For this reason, it was the aim of this study to develop a 5-point likert type measurement instrument for describing and measuring reading cultures and to demonstrate the validity and reliability studies of this tool. Firstly, 49 items prepared by researchers were presented to expert opinion. Expert opinions and a preliminary 51-item scale draft were applied to 379 teacher candidates in different departments of a faculty of a state university and validity and reliability studies were carried out. Statistical package program was used for analysis of data in the study. The Kaiser-Meyer-Olkin value of your scale is 0.89 and Bartlett's Sphericity Test value [?[superscript 2] = 4221,390; Df = 435, p &lt;0.000]. Factor analysis was performed after the appropriateness of these measures to the factor analysis was determined. As a result of the factor analysis, a 5-point likert type scale of 30 items was developed by eliminating the items with low factor values. Scope validity of the scale was determined by taking the expert opinions of 13 academicians and 5 Turkish teachers. Pearson correlation coefficients were calculated to determine the relationship between the sum of the items in the scale and the factors. The Cronbach's Alpha reliability coefficient of the scale was found to be 0.90. It can be said that a valid and reliable scale is obtained as the result of the study in the direction of these findings. The scale called the &quot;Reading Culture Scale&quot; (RCS) was determined to be a valid and reliable instrument that could be used to measure reading cultures of groups of university-levels students and different professions.
Summer Jobs for Regular, Full-Time Public School Teachers. Data Point. NCES 2018-222
Author: Nagaswami, Megha
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Public School Teachers,Income,Multiple Employment,Seasonal Employment,Teacher Salaries,Geographic Regions

This Data Point uses data from the 2015-16 National Teacher and Principal Survey (NTPS) Teacher Questionnaire. NTPS is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point describes summer jobs held by regular, full-time teachers in public schools. The following questions were answered: (1) What percentage of public school teachers earn additional income by working during the summer?; (2) What is the base salary of public school teachers?; and (3) How much do teachers add to their base salary through summer earnings, and what types of summer jobs pay the most?
Does Agency Matter?: Exploring the Impact of Controlled Behaviors within a Game-Based Environment
Author: Snow, Erica L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Performance,Decision Making,Video Games,Educational Games,College Students,Educational Technology,Technology Uses in Education,Strategic Planning,Student Behavior,Interaction,Student Attitudes,Student Role

When students exhibit control and employ a strategic plan of action over a situation they are said to be demonstrating agency (Bandura, 2001). The current work is comprised of two studies designed to investigate how agency manifests within students' choice patterns and ultimately influences self-explanation quality within the game-based system iSTART-2. In Study 1, 75 college students interacted freely within iSTART-2 for 2 h. Random walk and Entropy analyses were used to quantify the amount of control demonstrated in students' choice patterns, as well as to determine the relation between variations in these patterns and self-explanation performance within iSTART-2. Overall, students who demonstrated more controlled choice patterns generated higher quality self-explanations compared to students who exhibited more disordered choice patterns. This link between performance and controlled choice patterns is hypothesized to be driven, in part, by students' experiences of agency. That is, engaging in controlled patterns should be advantageous only when doing so is a result of students' strategic planning. In Study 2, this hypothesis was tested by assigning 70 students to a choice pattern (i.e., controlled or disordered) that had been yoked to students from Study 1, thus removing students' ability to exert agency over the iSTART-2 system. Results revealed no differences in self-explanation quality between the groups assigned to controlled and disordered choice patterns. Collectively, findings from these studies support the notion that success within game-based systems is related to students' ability to exert agency over their learning paths.
The Role of Peer Agent&apos;s Learning Competency in a Trialogue-Based Reading Intelligent System
Author: Li, Haiying
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: English Language Learners,Reading Skills,Reading Strategies,Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Learning,Student Attitudes,Self Efficacy,Chinese Americans,Adult Students

This paper investigates how the peer agent's learning competency affects English learners' reading, engagement, system self-efficacy, and attitudes toward the peer agent in a trialogue-based intelligent tutoring system (ITS). Participants learned a summarizing reading strategy in the compare-contrast text structure in the ITS. Results detected the significant main effect of the peer agent's learning competency on learners' performance and on engagement. [This paper was published in: C. Conati, N. Heffernan, A. Mitrovic, and M. F. Verdejo (Eds.), &quot;Proceedings of 17th International Conference on Artificial Intelligence in Education&quot; (pp. 694-697). Cham: Springer.]
Disengagement Detection within an Intelligent Tutoring System
Author: Chen, Su
Date: 2018-06-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Intelligent Tutoring Systems,Reading Comprehension,Adult Literacy,Attention,Adult Learning,Foreign Countries,Measurement Techniques,Responses,Accuracy

This paper describes a novel automated disengagement tracing system (DTS) that detects mind wandering in students using AutoTutor, an Intelligent Tutoring System (ITS) with conversational agents. DTS is based on an unsupervised learning method and thus does not rely on any self-reports of disengagement. We analyzed the reading time and response accuracy of 52 low literacy adults who interacted with AutoTutor to learn reading comprehension strategies. Our results show that students completing a lesson with 20 questions tend to start mind wandering at the 11th~15th question. Question chunks with mind-wandering have an accuracy of 20%, in contrast to 70% in accuracy for non-mind wandering. [This paper was published in: N. Guin &amp; A. Kumar (Eds.), &quot;Proceedings of the 14th International Conference on Intelligent Tutoring Systems (ITS 2018)&quot; (pp. 127-134). Cham, Switzerland: Springer.]
The Impact of Individual Differences on Learning with an Educational Game and a Traditional ITS
Author: Jackson, G. Tanner
Date: 2013-10-00
Type: Journal Articles
Subjects: Educational Games,Intelligent Tutoring Systems,Program Effectiveness,High School Students,Teaching Methods,Reading Comprehension,Educational Technology,Technology Uses in Education,Reading Tests,Individual Differences

Educational games have the potential to provide motivating, effective training; however, the efficacy of these systems is unclear, and evaluations often fail to identify the relative impact of individual differences on learning outcomes. The current study aims to address these issues by comparing the learning gains from an educational game (iSTART-ME) and an intelligent tutoring system (iSTART). High-school students (n = 125) received comprehension strategy training from the two systems, and results indicated that both training environments yielded significantly better scores on posttest performance and learning measures than students assigned to a time-delayed control condition. Additionally, for both training conditions, students with a low prior 'commitment to reading' exhibited the highest performance improvements. Overall, results indicate that educational games can produce learning equivalent to intelligent tutoring systems, and that this training can provide a means to overcome initial deficits for students with a low 'commitment to reading'.