ethanporcaro/eric-fulltext-meta huggingface dataset:
Deprivation in Education. Final Report
Author: Cook, Rose
Date: 2014-07-00
Type: Reports - Research
Subjects: Foreign Countries,Educationally Disadvantaged,Economically Disadvantaged,Disadvantaged Youth,Disadvantaged Environment,Lunch Programs,Statistical Data,Student Characteristics,Academic Achievement,Educational Attainment,National Curriculum,Ethnicity,Special Education,Student Needs,Elementary Secondary Education,Governance,Eligibility,Ethnic Diversity,Racial Differences,Disproportionate Representation,Student Mobility,Attendance Patterns,Achievement Gap,Gender Differences

The interaction between deprivation and education is a critical relationship with profound implications for a country's economic prosperity and the social mobility of its citizens. This is highlighted by the Welsh Government which states that: &quot;A good education is critical to better life chances and a commitment to achieving this has been an important part of the culture of modern Wales since devolution.&quot; Because of this the Welsh Government commissioned the National Foundation for Educational Research (NFER) to carry out a research study to replicate research undertaken for a report on deprivation and education published by the Department for Children, Schools and Families (2009). The study aims to provide an analysis which replicates the data tables presented in the DCSF report with data relevant to Wales and additional tables and charts specific to the Welsh context. Further analysis looked at the progression between Key Stage 2 and Key Stage 4 and provided a descriptive commentary identifying the content of the tables and the differences contained within them. Key Findings from the report reveal: (1) Pupils eligible for FSM are more likely to be absent from school than non-FSM pupils. In secondary schools the absence rate of FSM pupils is around double that of non-FSM pupils between Years 8 and 11; (2) Pupils eligible for FSM have, on average, lower attainment than other pupils throughout their progression in the education system in Wales. The gap in attainment identified at Foundation Phase remains at the end of Key Stage 2 and the gap widens further in secondary education; and (3) The attainment gap at GCSE has decreased over time but the attainment of FSM pupils at GCSE remains comparatively low.
Virtual Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence
Author: Huerta, Luis
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Virtual Classrooms,Educational Policy,Politics of Education,Educational Finance,Governance,Educational Quality,Teacher Effectiveness,Educational Research,Enrollment,Student Characteristics,Teacher Student Ratio,Academic Achievement,Educational Indicators,Federal Programs,Graduation Rate,State Legislation,Educational Legislation,Elementary Secondary Education

This 2015 report is third in a series of annual reports on virtual education in the U.S. It is organized in three major sections: Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from their 2014 recommendations. Based on an analysis of legislative development across all states, the authors find that troubling issues continue to outpace informed policy. Section II reviews the research relevant to virtual schools. It finds that despite considerable enthusiasm for virtual education in some quarters, there is little credible research to support virtual schools' practices or to justify ongoing calls for ever greater expansion. The authors find that even as research on virtual schooling has increased, there is still little high-quality evidence that justifies ongoing calls for the expansion of virtual schools. Section III provides a descriptive census of full time virtual schools and their expansion based on data gathered from state, corporate and organizational sources. Details on enrollment include the student characteristics of race/ethnicity, sex, free and reduced lunch eligibility, special education designation, ELL status, and grade level. Other information includes student-teacher ratios. In addition, details on student achievement include Adequate Yearly Progress (AYP) ratings, state ratings, and graduation rates. The following appendices are available for download: (1) Summary of Legislation Pertaining to Virtual Schools, 2014; (2) Numbers of Full-Time Virtual Schools and Students They Serve, by State; (3) Virtual Schools in the Inventory and Characteristics of Students They Serve; and (4) Measures of School Performance: State Performance Ratings, Adequate Yearly Progress Status, and Graduation Rates. http://nepc.colorado.edu/publication/virtual-schools-annual-2015 (Each section contains a list of notes and references.) [For &quot;Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence,&quot; see ED558728.]
Evaluation of In Harmony: Year 1. Interim Report
Author: Lord, Pippa
Date: 2013-12-00
Type: Reports - Research
Subjects: Foreign Countries,Program Effectiveness,Program Evaluation,Investigations,Music Education,Social Development,Sustainability,Evidence,Comparative Analysis,Case Studies,Statistical Data,Self Esteem,Resilience (Psychology),Educational Experience,Educational Attitudes,Persistence,Attention Span,Parent Aspiration,Cultural Capital,Music Appreciation,Cultural Background,Skill Development,Well Being,Academic Achievement,Attendance,Parent Participation,Barriers,Developmental Studies Programs,Questionnaires,Interviews

Arts Council England (ACE) commissioned NFER to undertake the national evaluation of the In Harmony social and music education programme 2012-2015. In Harmony is funded by the Department for Education (DfE) and ACE, and is currently being piloted in six areas. The evaluation is investigating the range and extent of impacts on children, families, schools and wider communities, and considering the future sustainability of the programme. NFER's Year 1 Interim Report presents early findings from the evaluation, using data from a baseline and comparison group survey, perceptual evidence from case studies in five sites, and In Harmony provision data. Key Findings from the report reveal: (1) early indications of positive effects on children's self-esteem, resilience, enjoyment of school, attitudes towards learning, concentration and perseverance; (2) some perceived impact on parents and families including raised aspirations for their children, increased enjoyment of music and confidence in visiting cultural venues, and increased engagement with school; (3) the programme features intensity, motivation and quality. These qualities are underpinned by a whole-school approach which embeds In Harmony in the curriculum, a clear learning programme focused on orchestral part-playing, teamwork, public performance, the provision of instruments and the involvement of professional musicians. In Harmony has established itself in a short time and is proving very popular with children, parents and schools. However, it is a resource-intensive programme, representing a large investment for a relatively small number of schools and children. Sustainability is under active consideration, but it is clear that this will present a major challenge for the future. Appended are: (1) Outcome indicators and a theory of change; (2) About the baseline survey; (3) About the case studies; and (4) In Harmony provision for the spring term 2013.
NEET Prevention: Keeping Students Engaged at Key Stage 4. Top Tips for Senior Leaders
Author: National Foundation for Educational Research (NFER) (England)
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: At Risk Students,Best Practices,Dropout Prevention,Outreach Programs,Intervention,Identification,Educational Diagnosis,Behavioral Objectives,Standard Setting,Individual Needs,Program Implementation,Delivery Systems,Learner Engagement,Progress Monitoring,Outcome Measures,Program Effectiveness,Program Evaluation,Educational Resources,Adolescent Development,Secondary School Students,Leaders Guides,Foreign Countries

Some young people naturally flourish in school; others struggle due to difficult life circumstances. There is also another group of young people who have no substantial issues or barriers but are still at risk of disengaging from learning. Through research, it is known that the majority of young people who are not in education, employment or training (NEET) could be prevented from becoming NEET if targeted with the right support early on. This top tips guide offers practical tips to schools in delivering support programmes for this group of students, particularly those aged 14-16. It has been compiled from research conducted by NFER on 10 different school-based programmes that are in place to support students aged 14-16 who are at risk of temporary disconnection from learning. Tips include: (1) Identify students at risk; (2) Set aims and objectives; (3) Tailor your approach; (4) Implement and deliver; (5) Support continued engagement; (6) Develop a monitoring system; and (7) Evaluate success and measure outcomes and impact. Useful resources for further study are provided.
Evaluation of the Start Programme: Case-Study Report
Author: MacLeod, Shona
Date: 2014-10-00
Type: Reports - Research
Subjects: Art Education,Case Studies,Partnerships in Education,Disadvantaged Youth,Art Activities,Creative Activities,Program Effectiveness,Theater Arts,Foreign Countries

This report presents five case studies of long-term partnerships (over three years) between arts organisations and schools. The Start programme enables arts venues and schools to work together to offer disadvantaged young people opportunities to engage in creative activities that inspire them and enhance their experience of the arts. It is organised and funded by the Prince's Foundation for Children &amp; the Arts. The study finds that Start has acted as a catalyst for growing and sustaining creative activities and created a lasting legacy of arts engagement between case-study schools and arts venues. Key Findings from the study reveal: 1) Children and young people involved in Start activities experienced a wide range of positive changes. They were enthusiastic about arts and cultural activities, developed a wide range of creative and interpersonal skills and became aware of the careers available to them in the creative industries; (2) The effectiveness of Start partnerships between schools and arts organisations depended on a strong mutual commitment to ensuring children and young people were engaged in arts and cultural activities and involving them in authentic creative activities; and (3) Schools' sustained involvement with arts organisations led to an expansion in their arts and cultural offer. Start's impact and legacy was enhanced by arts partners providing opportunities for continuous professional development (CPD). This equipped and motivated teachers to use their creative skills in the classroom in the longer-term. Appended to the report is: Research Methodology.
Randomised Trial Evaluation of the In:tuition Programme
Author: Lynch, Sarah
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Alcohol Education,Intervention,Prevention,Resistance (Psychology),Daily Living Skills,Peer Influence,Knowledge Level,Drinking,Incidence,Gender Differences,Coping,Outcomes of Education,Behavior Change,Attitude Change,Primary Education,Secondary Education,Questionnaires,Regression (Statistics),Decision Making Skills,Fidelity,Research Methodology,Norms,Hierarchical Linear Modeling,Social Attitudes,Student Attitudes,Lesson Plans,Program Implementation,Parent Participation,Case Studies,Educational Benefits,Foreign Countries,Early Adolescents

This summary reports the findings from two cluster-randomised trials of Drinkaware's school-based In:tuition life skills and alcohol education intervention: one trial of the programme for 10-11 year olds in primary schools, and another for 12-13 year olds in secondary schools. The trials have been carried out by the National Foundation for Educational Research (NFER), funded and overseen by Alcohol Research UK using a grant provided by Drinkaware. Key findings for the primary school trial include: (1) The primary outcome was resistance skills (confidence to manage peer pressure) in 10 and 11 year-olds. There was no evidence of any impact on this primary outcome; (2) There was an indication of an effect of the intervention on increased knowledge (a secondary outcome). On average, primary pupils in the intervention group had slightly better knowledge about alcohol and its effects than those in the control group, although the results were not significant at the 0.05 level (p = 0.07); (3) There was no evidence of impact on other secondary outcomes; and (4) In terms of programme fidelity, of 40 schools randomised into the intervention group, only 15 were known to have delivered at least some of the intervention lessons. Key findings for the secondary school trial include: (1) The primary outcome was the proportion of students aged 12-13 that were drinking frequently. Overall, there was no significant effect on frequency of drinking; (2) In the intervention group, males were more likely and females were less likely to be frequent drinkers compared to their counterparts in the control group at follow up. However, there is insufficient evidence to assert this was a genuine effect of the intervention. There was no evidence of impact on any secondary outcomes; and (3) Of 28 schools randomised into the intervention group, only five were known to have delivered at least some of the intervention lessons; only two secondary schools delivered all or most of the lessons. Key findings from the process evaluation include: (1) Perceived impacts of In:tuition on pupils included: increased knowledge and awareness of alcohol; development of strategies and skills to cope with potential social and emotional situations; and a change in projected future drinking; and (2) Teachers were positive about the programme content and teaching approaches but adapted the programme to take account of the time available and the needs/context of the school.
Research into the Impact of Bikeability Training on Children's Ability to Perceive and Appropriately Respond to Hazards When Cycling on the Road
Author: Hodgson, Claire
Date: 2015-02-00
Type: Reports - Research
Subjects: Children,Safety,Self Esteem,Risk Management,Skill Development,Hypothesis Testing,Responses,Program Effectiveness,Program Evaluation,Physical Activities,Scores,Training,Web Based Instruction,Statistical Analysis,Foreign Countries,Correlation,Grade 4,Grade 5

Bikeability (2014) is described as &quot;cycling proficiency for the 21st century&quot;. The training is practical, skill-based, outcome-led and designed to &quot;boost the confidence of the trainee and to minimise risk&quot;. There are three levels of training and children typically start Bikeability lessons once they have learned to ride a bike. Level 2 training is generally provided to children in Year 5 or 6 before they leave primary school. The policy purpose of Bikeability is to give children the skills and confidence needed to cycle on today's roads and so encourage more people to cycle more often with less risk. It is against this background that this research was designed to test the hypothesis that Bikeability training improves a child's ability to perceive and appropriately respond to on-road hazards faced by people who cycle. The main research question for the study was: How does Bikeability affect the ability of children to perceive and appropriately respond to hazards when cycling on the road, if at all? This question was explored by means of an on-screen quiz devised to test knowledge and skills relating to hazard perception and responding appropriately to hazards. The quiz was taken by both Bikeability-trained and untrained pupils and validated by a practical on-road assessment of Bikeability-trained children. Key findings include: (1) Children who participated in Bikeability Level 2 training scored significantly higher on the hazard perception and appropriate response quiz, after training, than children who had not received training; (2) The effect of the Bikeability Level 2 training was unchanged when children re-took the quiz more than two months after training, suggesting that the effect of the training was sustained; and (3) Children who participated in training reported increased confidence when cycling on the road compared to their initial level of confidence.
The SpringBoard Bursary Foundation Impact Assessment: Year 1. Interim Report
Author: Buchanan, Emily
Date: 2014-10-00
Type: Reports - Research
Subjects: Program Effectiveness,Program Evaluation,Disadvantaged Youth,Poverty Programs,Youth Programs,Youth Opportunities,Student Financial Aid,Donors,Philanthropic Foundations,Boarding Schools,Middle School Students,Secondary School Students,Partnerships in Education,Academic Achievement,Developmental Studies Programs,Consciousness Raising,Social Differences,Role Models,Academic Aspiration,Intellectual Development,Cohort Analysis,Online Surveys,Pretests Posttests,Followup Studies,Telephone Surveys,Participant Satisfaction,Individual Development,Foreign Countries

The SpringBoard Bursary Foundation (SpringBoard) commissioned the National Foundation for Education Research (NFER) to undertake an evaluation of its activities and impacts between 2013 and 2018. This interim and summary report presents the findings of the first year of the evaluation. SpringBoard was established in 2012 to transform the lives of disadvantaged young people through the provision of full bursaries at state and independent boarding schools. The first cohort of 25 pupils started at ten boarding schools in September 2013. An additional 36 pupils started in September 2014, with 60 estimated to start in September 2015. Pupils join the programme in Year 7 (aged 11), Year 9 (aged 13) and Year 12 (aged 16). Key Findings from the report reveal that SpringBoard is starting to positively transform the lives of pupils. In particular: (1) Pupils are benefiting from three-way support from SpringBoard staff, partner organisations who recruit and provide ongoing support, and boarding schools; (2) Pupils placed in boarding schools report that they are better meeting their academic potential and benefiting from a wide range of extra-curricular opportunities; have broadened horizons and enhanced prospects, including higher study and career aspirations; have increased self-confidence, independence and resilience, and improved social skills; and (3) Wider emerging impacts include: having SpringBoard pupils in schools is raising awareness of social diversity; other young people in SpringBoard pupils' home communities are aspiring to follow in their footsteps or have raised aspirations. The report also includes an appendix that lists partner organizations and schools that helped to place pupils for the 2013/14 academic year and member schools that accepted pupils for the 2013/14 academic year.
Analysis of the PIRLS 2011 Data: Save the Children. Evidence Paper
Author: Lenkeit, Jenny
Date: 2014-10-00
Type: Information Analyses
Subjects: Reading Achievement,Literacy,International Programs,Reading Attitudes,Surveys,Reading Habits,Reading Tests,Equal Education,Family Environment,Gender Differences,Recreational Reading,Elementary School Students,Foreign Countries

The Progress in International Reading Literacy Study (PIRLS) measures trends in children's reading literacy achievement. PIRLS was conducted for the third time in 2011. It is conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and compares the reading attainment and attitudes to reading of over 200,000 9- and 10-year-old children around the world. It is the only international study to provide information on the reading habits of primary-aged children: the survey collects information not just on reading attainment, but also about children's reading attitudes and habits, and whether and what they read for pleasure. Background information is also collected from headteachers and teachers and this provides further comparative information about schools and the teaching of reading. NFER was commissioned by Save the Children to provide international research evidence to support a major UK initiative, &quot;Read On. Get On&quot;. As part of this, NFER has produced an evidence paper which accompanies the coalition report. This additional report contains analysis of data from PIRLS 2011 to provide further evidence on the attainment gap in England. Key findings include: (1) In England the score difference between the lowest and highest performers is larger than in countries with comparable overall performance; (2) Only five per cent of pupils in England do not reach the Low International Benchmark, with more boys than girls failing to reach this level. This gender gap is larger than in countries with comparable overall performance; (3) England has among the highest percentage of pupils reaching the Advanced International Benchmark, with more girls than boys performing at this highest level. In almost none of the comparison countries is the gender gap at the Advanced International Benchmark larger than in England; (4) In England, the lowest 25 per cent of performers report that their parents show interest in school related issues about once or twice a week. In two thirds of the comparison countries, pupils report that their parents were significantly more interested in their school related issues; and (5) In England, the lowest 25 per cent of performers report that on average they spend less than one hour per day reading outside of school. In over two thirds of the comparison countries this group of pupils reports spending significantly more time reading outside of school. Data tables are appended.
A World-Class Teaching Profession. Consultation Response
Author: National Foundation for Educational Research (NFER) (England)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Faculty Development,Teacher Improvement,Educational Quality,Professional Autonomy,Professional Identity,Consultation Programs,Needs Assessment,Educational Change,Educational Practices,Change Strategies,Barriers,Educational Resources,Resource Allocation,Alignment (Education),Teacher Evaluation,Evaluation Criteria,Evaluation Methods,Teacher Responsibility,Leadership Responsibility,Partnerships in Education,Best Practices,Educational Improvement,Government Role,Foreign Countries

Between 9 December 2014 and 2 February 2015 the Government conducted a consultation into its vision for a world-class teaching profession and the establishment of a College of Teaching. The Government is committed to improving teacher quality as a key part of our plan for education. The teaching profession is fortunate to include many thousands of dedicated, hard-working individuals transforming the lives of children and young people while working to improve their own professional practice. We want to help teachers to go even further in raising the standards of their profession, and so we are seeking views on: (1) Improving the quality of professional development and learning undertaken by all teacher; and (2) Facilitating the establishment of a new independent professional body for teaching (a &quot;College of Teaching&quot;). This document details NFER's response to this consultation. Our response should be read in the context of our support for the &quot;Claim Your College Campaign&quot; to which we are one of a number of signatories. [Details regarding &quot;Claim Your College Campaign&quot; are available at NFER.]