ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers&apos; Spanish and English Oral Language
Author: Spencer, Trina D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Intervention,Bilingual Education,Spanish,English (Second Language),Second Language Learning,Comparative Analysis,Vocabulary Development,Preschool Children,Receptive Language,Expressive Language,Language of Instruction,Second Language Instruction,Instructional Effectiveness,Disadvantaged Youth,Teacher Characteristics,Preschool Teachers,Classroom Environment,Video Technology,Teaching Methods

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.
Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1
Author: Baumgartner, Erin
Date: 2020-02-00
Type: Reports - Research
Subjects: Educational Strategies,Access to Education,Preschool Education,School Districts,Kindergarten,Enrollment,School Location,Child Care Centers,Neighborhoods,Proximity,School Choice

This is the second in a series of briefs examining student access to Houston Independent School District (HISD) pre-kindergarten (pre-k) programs. The current study examined strategies for increasing access to pre-k in HISD, including the intended and unintended consequences of zoning pre-k using existing elementary school zones. We found that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, approximately two-thirds of students likely qualified for enrollment. Among all kindergarten students who likely qualified for enrollment in pre-k, living within one mile of a program and living in a zone with a pre-k program were both associated with a greater likelihood of enrolling in pre-k the previous year. Zoning pre-k, which could include adding pre-k programs to elementary zones that do not have them and/or establishing Early Childhood Centers (ECCs) as zoned schools, would increase access to pre-k by providing campuses in students' neighborhoods and reducing the distance to the nearest program. We also include projections of pre-k enrollment if HISD opted to switch to a zoned school model for pre-k, based on varying levels of students opting to remain in their zoned school versus exercising school choice. [For the first in this series of briefs, &quot;Availability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4,&quot; see ED623238.]
Finding a Great Fit: Improving the School Choice Process for Students with Disabilities
Author: McKittrick, Lanya
Date: 2020-03-00
Type: Reports - Research
Subjects: School Choice,Students with Disabilities,Educational Quality,Advocacy,Parent Role,Urban Schools,Decision Making,Institutional Characteristics,Access to Information,Barriers,Special Education

Families of children with disabilities must constantly work to advocate for their children, find the school that provides the best fit, and assess whether educators are providing the right interventions. This can be exhausting and frustrating, especially when it comes on top of the unique demands of parenting a child with a disability. The Center on Reinventing Public Education (CRPE), wanted to learn how parents in those circumstances manage the school choice process, and how they can be better supported to advocate for their children and choose the best educational opportunities. Two cities, New Orleans and Washington, D.C., exemplify both these opportunities and challenges. CRPE studied those cities to identify ways they can continue to maximize opportunities and minimize challenges for families with children with disabilities--especially to help both communities improve their enrollment and information-sharing processes, with the understanding that a process is only as good as the choices available. While school governance in both of these cities is fairly unique compared to other school systems around the country, CRPE believes their experience can inform other cities' efforts to expand educational opportunities and improve the experience for families with children with disabilities. CRPE studied how parents of children with disabilities choose schools: what supports are available to them, and their experiences using these supports to navigate the school choice process. The next phase of research was to follow the experience of a smaller set of families throughout this school year to understand: (1) how the reality of the school the family chose or were assigned fits with what they thought they were getting; and (2) how they navigate the school choice process. Findings will inform later phases of research. They also point to ways New Orleans and D.C.--and other &quot;high-choice&quot; cities--can better support students with disabilities and their families.
Full Option Science System™ (FOSS). Intervention Report. Primary Science Topic Area. NCEE WWC 2020-006
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Science Achievement,Physical Sciences,Earth Science,Biological Sciences,Science Activities,Hands on Science,Science Instruction,Elementary School Science,Middle Schools,Science Curriculum,Educational Research

Large numbers of U.S. students lack proficiency in science, and students from different ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. The &quot;Full Option Science System™&quot; (FOSS) is a science curriculum for students in kindergarten to grade 8 with content in physical science, earth science, and life science. The curriculum consists of a series of 8- to 9-week modules in kindergarten to grade 5, and 9- or 18-week courses in grades 6 to 8. This What Works Clearinghouse (WWC) report, part of the WWC's Primary Science topic area, examines research on the effects of FOSS on science achievement for students in kindergarten through grade 8. No studies of FOSS that fall within the scope of the Primary Science review protocol meet WWC standards. Because no studies meet WWC standards, the WWC is unable to draw any conclusions at this time about the effectiveness of FOSS on science achievement.
Project-Based Inquiry Science™. Intervention Report. Primary Science Topic Area. NCEE WWC 2020-007
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Student Projects,Active Learning,Science Education,Inquiry,Science Achievement,Middle School Students,Program Effectiveness,Science Curriculum,Cooperative Learning,Hands on Science,Educational Research

Large numbers of U.S. students lack proficiency in science, and students from different ethnic and socioeconomic groups show disparities in science achievement.2 Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student science achievement. &quot;Project-Based Inquiry Science™&quot; is a science curriculum for students in grades 6-8 with approximately 13 independent instructional units, each covering a topic in life science, earth science, or physical science. In each 8- to 10-week unit, teachers first orient students to a &quot;big question&quot; or &quot;big challenge&quot; that frames the unit, such as how to improve air quality in the local community, and then guide students through a series of activities to answer a set of scripted smaller questions on the path to answering the big question (such as &quot;What is air?&quot;, &quot;What are pollutants, and how do they get in air?&quot;, and &quot;How can air quality be improved?&quot;). Students collaborate in small groups to identify relevant concepts, conduct hands-on explorations or investigations, read relevant informational texts, reflect on what they have learned, and apply new knowledge toward answering the big question. This What Works Clearinghouse (WWC) report, part of the WWC's Primary Science topic area, examines research on the effects of &quot;Project-Based Inquiry Science™&quot; on science achievement of students in grades 6-8. No studies of &quot;Project-Based Inquiry Science™&quot; that fall within the scope of the Primary Science review protocol meet WWC standards. Because no studies meet WWC standards, the WWC is unable to draw any conclusions at this time about the effectiveness of &quot;Project-Based Inquiry Science™&quot; on science achievement.
Measuring What Matters: Creating a Longitudinal Data System to Improve Student Achievement
Author: Data Quality Campaign
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Data,Academic Achievement,Data Collection,Preschool Education,Elementary Secondary Education,Postsecondary Education,Systems Approach,Information Systems,State Programs

There is no shortage of data in the education system today. States and school districts are gathering large amounts of information on school and student performance. The challenge now is to make sure states are collecting the most relevant data and that they have a coordinated system for using them effectively. To provide educators with the data they need to improve student achievement, states need more than a series of one-time snapshots of student performance. They need a system that collects high-quality data about how individual students are doing over time, from prekindergarten through 12th grade and into postsecondary education. This information -- also known as longitudinal data -- makes it possible to: (1) follow students' academic progress as they move from grade to grade; (2) determine the value-added and efficiencies of specific schools and programs; (3) identify consistently high-performing schools so that educators and the public can learn from best practices; (4) evaluate the effect of teacher preparation and training programs on student achievement; and (5) focus school systems on preparing a higher percentage of students to succeed in rigorous high school courses, college and challenging jobs. To take full advantage of the power of longitudinal data, states need systems that can exchange information within and across pre-K-12 and postsecondary systems and states. This will allow states to continue monitoring achievement as students move from place to place and through the education pipeline. Ten essential elements of a longitudinal data system are detailed and future directions of state data systems are discussed.
The Effects of Two Mindset Interventions on Low-Income Students&apos; Academic and Psychological Outcomes
Author: Gandhi, Jill
Date: 2020-03-06
Type: Reports - Research
Subjects: Intervention,Low Income Students,Cognitive Structures,Program Effectiveness,Writing (Composition),High School Students,Minority Group Students,Academic Achievement,Psychological Patterns,Urban Schools,Anxiety

This study examined two widely available light-touch, writing-based mindset interventions: one that targeted students' purpose for learning and one that aimed to increase students' growth mindset. In order to examine the potential mechanisms underlying previously reported effects of mindset interventions, we analyzed these interventions' effects on low-income, ethnic minority adolescents' academic outcomes, task persistence, task-relevant anxiety, critical motivation, and sense of belonging. Results indicated that the purpose for learning intervention had a small negative impact on students' self-reported grades the following year, and null results for the other outcomes. The growth mindset intervention was administered one year following the purpose for learning intervention and we found no evidence of treatment impacts on any outcomes. Analyses of treatment impact moderation suggested that certain student characteristics, such as student gender and race could play a role, but most of these tests also presented null results. The primarily null results of both interventions suggest that further study is needed to determine the effectiveness of one-time, self-administered mindset interventions across a variety of contexts and student populations. [Abstract provided by submitter. This paper was published in &quot;Journal of Research on Educational Effectiveness.&quot;]
The Difficulties in Emotion Regulation Scale--Parent Report: A Psychometric Investigation Examining Adolescents with and without ADHD
Author: Bunford, Nóra
Date: 2018-00-00
Type: Reports - Research
Subjects: Parent Attitudes,Self Control,Attention Deficit Hyperactivity Disorder,Best Practices,Adolescents,Psychometrics,Emotional Disturbances,At Risk Persons,Behavior Problems,Measures (Individuals),Factor Structure,Validity,Rating Scales

Emotion dysregulation is associated with attention deficit/hyperactivity disorder (ADHD) and confers risk for behavior problems and functional impairment; however, there is little guidance on best practices for measurement in adolescents. We developed a parent-report version of the Difficulties in Emotion Regulation Scale (DERS-P)). Evidence of reliability and validity was evaluated in a large community online sample (Study 1: n = 978; M[subscript age] = 13.52 years; SD = 1.93) and in two samples of adolescents with ADHD (Study 2, Sample 1: n = 78; M[subscript age] = 12.12 years, SD = 0.91; Sample 2: n = 206; M[subscript age] = 15.35 years; SD = 0.85). A four-factor solution of the DERS-P was obtained in Study 1 and confirmed in Study 2, with factors demonstrating acceptable internal consistency. The community sample was generally rated as less dysregulated than the ADHD samples. Support was obtained for convergent, concurrent, and incremental validity evidence. These findings provide preliminary evidence for the DERS-P as a psychometrically sound parent-report measure of emotion dysregulation in 11- to 17-year-old adolescents. [This is the online version of an article published in &quot;Assessment.&quot;]
Highlights from the 2018 NSSME+
Author: Horizon Research, Inc.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Science Teachers,Mathematics Teachers,Science Education,Mathematics Education,Computer Science Education,Teacher Background,Teacher Attitudes,Beliefs,Faculty Development,Decision Making,Educational Objectives,Learning Activities,Educational Resources,Influences,Elementary School Teachers,Secondary School Teachers,Secondary School Curriculum,Teacher Effectiveness,Instructional Effectiveness,Teacher Characteristics,Textbooks,Programs,Course Content,Teaching Methods,Resource Allocation,Academic Achievement,Racial Composition,Socioeconomic Status,School Size,Rural Schools,Urban Schools,Suburban Schools,Geographic Regions

This report highlights some of the major findings from the 2018 NSSME+. Six major topical areas are addressed: (1) Teacher Background and Beliefs; (2) Science, Mathematics, and Computer Science Professional Development; (3) Science, Mathematics, and Computer Science Courses; (4) Instructional Decision Making, Objectives, and Activities; (5) Instructional Resources; and (6) Factors Affecting Instruction. [For &quot;Report of the 2018 NSSME+,&quot; see ED598121.]
A Framework to Evaluate Cognitive Complexity in Reading Assessments
Author: Achieve, Inc.
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Reading Skills,Student Evaluation,Evaluation Methods,Reading Tests,Literacy Education,Language Arts,Test Items,Difficulty Level,Summative Evaluation,Thinking Skills,Logical Thinking,Evidence,Scores

In 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. The English Language Arts (ELA)/Literacy section of the document included nine content-specific criteria to evaluate the alignment of assessments to college- and career-ready ELA/Literacy standards. In 2016, both the Thomas B. Fordham Institute and the Human Resources Research Organization (HumRRO) used the criteria to evaluate a set of statewide summative assessments: ACT Aspire, the Massachusetts Comprehensive Assessment System (MCAS), PARCC, and Smarter Balanced. This brief describes efforts to address the evaluation of one of the ELA/Literacy Criteria (B.4): Requiring a range of cognitive demand, which has traditionally used Webb's Depth of Knowledge (DOK) as its lens to consider individual assessment items. &quot;Achieve&quot; proposes a new English Language Arts-specific approach for reading items to measure cognitive complexity, which draws on the language of Criterion B.4. The tool in this document provides a new way to analyze reading assessment items in summative assessments. This analysis is in two steps: (1) determining the complexity of the text using previously developed text complexity analyses; and (2) analyzing what the item requires a student to do with the text. Ideally, a summative assessment will include texts of varying complexity for the grade and tasks that reflect varying degrees of complexity. Interim assessments should reflect the range of complexity appropriate to the purpose of the assessment, time of administration, etc. The authors believe this new approach to evaluating item-level complexity has advantages over traditional approaches like DOK. This model provides specific feedback on item complexity and does this through the evaluation of text, range of evidence, and level of reasoning required. Additionally, this approach creates a more seamless system for assessment review by directly connecting to the expectations outlined in Criterion B.4.
Driving down Default: How to Strengthen the Cohort Default Rate to Further Reduce Federal Student Loan Default Risk
Author: Ahlman, Lindsay
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Loan Default,Loan Repayment,Colleges,College Students,Incentives,Risk Management,Debt (Financial),Accountability,Economic Factors,Public Colleges,Private Colleges,Proprietary Schools

The cohort default rate (CDR) has worked to reduce students' risk of default, but decades of experience have also revealed weaknesses that policymakers must tackle. &quot;Driving Down Default&quot; outlines key priorities for strengthening the CDR to further reduce student loan default, including specific recommendations to protect against manipulation, build in greater incentives for schools to continue to meaningfully improve their CDRs, and ensure the CDR effectively targets high-risk colleges. [Key contributions for this report were provided by Debbie Cochrane and James Kvaal.]
Advancing Competency-Based Pathways to College and Career Readiness: A State Policy Framework for Graduation Requirements, Assessment and Accountability
Author: Curl, Cory
Date: 2013-07-18
Type: Reports - Evaluative
Subjects: Competency Based Education,College Readiness,Career Readiness,State Policy,Educational Policy,Graduation Requirements,Accountability,Mastery Learning,Student Educational Objectives,Student Evaluation,Individualized Instruction,Skill Development,Summative Evaluation,Educational Quality,Equal Education,Alignment (Education),Academic Standards

This state policy framework, focused on graduation requirements, assessment, and accountability, is designed to assist states in building a policy structure that contributes to statewide adoption and implementation of competency-based pathways (CBP) that support all students in reaching college and career readiness, as defined by the Common Core State Standards (CCSS). CBP can help all students reach college- and career-ready standards through the following strategies: students advance upon demonstrated mastery; competencies are designed to include learning objectives that empower students; assessments that are meaningful learning experiences; rapid and differentiated support for students; emphasis on the application and creation of knowledge, and learning processes that encourage students to develop skills and dispositions important for success in college, careers, and citizenship. It recognizes that there is no one-size-fits all strategy to advancing policies that support CBP, that everything does not have to happen at once, and that both the vision and approach to implementation will vary across states. It anticipates that states' visions will fall along a continuum from keeping the current system largely intact to reimagining the traditional, time-based education system. It also anticipates that the path that they will take to implement this vision will vary based on state priorities and policy context, as well as preferred scale and rate of change. The framework is organized according to three major policy areas in which states have a significant role: graduation requirements, summative assessment and state accountability systems. Within each policy focus area, the framework addresses the following crosscutting elements: (1) Characteristics of the area that are unique in CBP; (2) Timing and frequency; (3) State role in advancing change toward CBP; (4) Ensuring quality, consistency and alignment -- particularly in the interest of equity; and (5) Postsecondary alignment, credibility and use. For each of the five cross-cutting elements, the framework addresses the following categories: (1) Policy questions; (2) Policy levers; and (3) Potential options.
The Debt Is in the Details: A Review of Existing Proposals to Streamline Income-Driven Repayment
Author: Ahlman, Lindsay
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Loan Repayment,Student Loan Programs,Federal Aid,Program Improvement,Higher Education,Loan Default,Taxes,Educational Finance

This brief reviews the details of major proposals from policy makers and policy organizations to streamline and reform income-driven repayment of federal student loans. The brief identifies encouraging consensus on a number of important details, as well as some areas of remaining divergence.
The Evolution of the For-Profit College Industry: New Challenges for Oversight
Author: Institute for College Access & Success
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Proprietary Schools,Colleges,Private Colleges,Educational Trends,Trend Analysis,Educational Change,Online Courses,Enrollment Trends,College Administration

In recent years, enrollment at for-profit colleges has fallen steeply due to sustained economic growth, the poor reputation of the industry as a result of increasing awareness of documented abuses, and stronger accountability policies that were put in place during the Obama Administration. However, after years of enrollment declines, for-profit colleges may be poised for a rebound. &quot;The Evolution of the For-Profit College Industry: New Challenges for Oversight&quot; focuses on important changes to the sector, which include the growth of online education, the efforts of for-profit colleges to convert to non-profit status, and the increased use of online program managers (OPMs) by public and non-profit colleges to operate their online programs.