ethanporcaro/eric-fulltext-meta huggingface dataset:
Estimating Test-Score Growth with a Gap Year in the Data. Working Paper No. 248-0121
Author: Fazlul, Ishtiaque
Date: 2021-01-00
Type: Reports - Research
Subjects: Scores,Achievement Gains,Computation,Growth Models,Accuracy,Mathematics Tests,Language Tests,Value Added Models,Elementary School Students,Middle School Students,COVID-19,Pandemics

We evaluate the feasibility of estimating test-score growth with a gap year in testing data, informing the scenario when state testing resumes after the 2020 COVID-19-induced test stoppage. Our research design is to simulate a gap year in testing using pre-COVID-19 data--when a true test gap did not occur--which facilitates comparisons of district- and school-level growth measures that are estimated with and without a gap year. We find that growth estimates based on the full data and gap-year data are generally similar, and our results highlight an advantage of using comprehensive growth models with rich controls for student and schooling circumstances. With the caveat that there is looming uncertainty about which students will be tested in public schools when testing resumes, and how they will be tested, our findings establish the potential for estimating useful growth measures with a gap year in testing.
To What Extent Does In-Person Schooling Contribute to the Spread of COVID-19? Evidence from Michigan and Washington. Working Paper No. 247-1220-2
Author: Goldhaber, Dan
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Blended Learning,Conventional Instruction,Communicable Diseases,Disease Incidence,Correlation,Age Differences,Educational Practices,Community Characteristics,Context Effect

The decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities. We consider the role of instructional modality (in-person, hybrid, or remote instruction) in disease spread among the wider community. Using a variety of regression modeling strategies to address unobserved heterogeneity, we find that simple correlations show in-person modalities are correlated with increased COVID cases, but accounting for both pre-existing cases and a richer set of covariates brings estimates close to zero on average. In Ordinary Least Squares (OLS) specifications, in-person modality options are not associated with increased spread of COVID at low levels of pre-existing COVID cases, but cases do increase at moderate to high pre-existing COVID rates. A bounding exercise suggests that the OLS findings for in-person modality are likely to represent an upper bound on the true relationship. These findings are robust to the inclusion of county and district fixed effects in terms of the insignificance of the findings, but the models with fixed effects are also somewhat imprecisely estimated.
State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness. Working Paper No. 249-0321
Author: Comb, Meagan
Date: 2021-03-00
Type: Reports - Research
Subjects: Teacher Education Programs,Program Effectiveness,Teacher Effectiveness,Teacher Evaluation,Value Added Models,Preservice Teacher Education,Elementary Secondary Education

States are responsible for setting and evaluating the standards that teacher preparation programs (TPPs) must meet for accreditation. Despite the considerable investment that states make in this process, no prior research has linked the ratings of TPPs generated by program reviews to inservice teacher performance. In this paper, we describe analyses of program review ratings from Massachusetts and their relationship to formal inservice teacher evaluation ratings and the value-added effectiveness of teachers. When comparisons are made across all schools and districts in the state, we find that a TPP's review scores are positively predictive of both inservice teacher evaluations and value added of TPP graduates, particularly when scores are aggregated within specific categories like partnerships and field-based practices. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when the relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts. It is not possible to separate whether these differences are due to the TPPs, the schools and districts themselves, or the connections between them, so future work is necessary to further validate TPP review scores in this setting and others.
Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. Working Paper No. 250-0321
Author: Figlio, David
Date: 2021-03-00
Type: Reports - Research
Subjects: Student Diversity,Immigrants,Racial Differences,Ethnicity,Socioeconomic Status,Academic Achievement,Disadvantaged Youth,Student Records,Public Schools,Elementary Secondary Education,Records (Forms),Student Characteristics,Hispanic American Students,White Students,Blacks,Family Characteristics,Geographic Location,Birth

We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.
Mathematics: Grades Pre-Kindergarten to 12. Massachusetts Curriculum Framework -- 2017
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Elementary School Mathematics,Middle School Mathematics,Secondary School Mathematics,Preschool Education,State Standards,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High Schools,Algebra,Mathematics,Geometry,Numbers,Statistics Education,Probability,Mathematical Models,Calculus,Academic Standards

This Framework builds upon the foundation of the 2010 Massachusetts Curriculum Framework for Mathematics as well as versions of the Massachusetts Mathematics Framework published since 1995. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their classrooms. This revision of the Framework retains the strengths of previous frameworks and includes these improved features: (1) Increased coherence across the grades and improved clarity of mathematical terms and language to describe expectations for students; (2) Clear expectations for student mastery of basic addition, subtraction, multiplication, and division facts; (3) An enhanced high school section that includes: (a) clearer model course standards; and (b) guidance on making decisions for course sequences and the model Algebra I course, along with options for various course-taking pathways; (4) Guidance for moving students into an Algebra I course by grade 8 and through Calculus in high school; and (5) More detailed descriptions about rigor and aspirations for students with a stronger emphasis on how the content standards, the standards for mathematical practice, and the guiding principles prepare students for college, careers, and civic participation.
School Safety Report: A Health Risk Behavior Comparison of Montana High School Students Who Felt Unsafe at School or on Their Way to or from School. 2019 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2020-08-00
Type: Numerical/Quantitative Data
Subjects: School Safety,Health Behavior,Risk,High School Students,State Surveys,Attendance,Traffic Safety,Drinking,Weapons,Sexual Abuse,Bullying,Victims,LGBTQ People,Depression (Psychology),Suicide,Smoking,Drug Abuse,Sexuality,Hunger,Head Injuries,Neurological Impairments,Sleep,Physical Activity Level,Helping Relationship,Academic Achievement,Computer Use,Television Viewing

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. Data used in this report from the 2019 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all Montana high school students in grades 9 through 12. However, users should be careful in using the data since respondents in self-reported surveys may have a tendency to underreport behaviors that are socially undesirable, unhealthy, or illegal (alcohol consumption, drug use, seat belt nonuse, etc.) and overreport behaviors that are socially desirable (amount of exercise, etc.). [This report was prepared by the Youth Risk Survey Program, Health Enhancement and Safety Division, Montana Office of Public Instruction.]
Rapid Brief #1: Best Practices for Assessments during the COVID-19 Pandemic
Author: Region 10 Comprehensive Center
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Best Practices,Student Evaluation,Evaluation Methods,Formative Evaluation,Summative Evaluation,Standardized Tests,Data Use,Decision Making,Family Involvement,Early Childhood Education,Kindergarten

This series of rapid briefs is being developed by the Wisconsin-Minnesota Comprehensive Center - Region 10 (WMCC10). The purpose of these briefs is to provide succinct and timely guidance on best practices for schools and school-based early learning programs regarding the assessment of student learning, with the goal of informing instructional planning and decision-making during the COVID-19 pandemic. This brief synthesizes guidance from the Minnesota Department of Education (MDE) and existing guidance offered by professional educational associations, assessment/test vendors, state departments of education, and educational organizations. This brief is intended for instructional and school/program leaders (including but not limited to principals, curriculum directors, instructional coaches, assessment coordinators, early learning coordinators, and special education administrators).
Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success. CCRC Research Brief
Author: Bickerstaff, Susan
Date: 2021-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,School Personnel,Interaction,Interpersonal Relationship,School Culture,Caring,Academic Persistence,School Holding Power,College Environment,Coaching (Performance),Program Development,Program Implementation,COVID-19,Pandemics,Computer Mediated Communication,Program Effectiveness,Change Strategies,Leadership Responsibility,Leadership Training

Despite research pointing to the crucial role nonacademic staff play in student success in higher education, large-scale reform efforts at community colleges and elsewhere typically focus little direct attention on interpersonal interactions between students and staff. Caring Campus is a program developed and administered by the Institute for Evidence-Based Change (IEBC) to engage faculty and nonacademic staff--including individuals from financial aid, counseling, public safety, facilities, and enrollment management--in improving interactions with students and creating a culture of caring at community colleges. This brief introduces CCRC's research on the &quot;staff-focused&quot; Caring Campus initiative. It discusses the importance of nonacademic staff to the postsecondary experience and then presents a theory of change for the Caring Campus approach. Drawing on observations at six colleges and interviews conducted with 20 representatives from nine colleges and IEBC staff, the brief also describes initial findings related to the initiative's potential to affect college culture and ground further change efforts.
Exploring Educators&apos; Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents
Author: Bastable, Eoin
Date: 2021-00-00
Type: Reports - Research
Subjects: Discipline,Student Behavior,Racial Bias,Teacher Attitudes,Social Justice,Barriers,At Risk Students,Minority Group Students,Disproportionate Representation,Ethnicity,Attitude Change,Critical Incidents Method,Persistence,School Personnel,Elementary Secondary Education,Data Use,Racial Discrimination,Experience,Knowledge Level,Equal Education,Positive Behavior Supports,Family Attitudes,Consciousness Raising,Beliefs,Social Attitudes,Peer Influence,Teacher Influence,Ethnic Stereotypes,Discipline Policy,Teacher Expectations of Students,Culturally Relevant Education,Faculty Development,Ethnic Diversity,Mentors,Leadership Responsibility

As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators' commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others' active commitment toward racial equity in school discipline practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators' commitment sooner. Implications for practice are discussed in relation to current research, theory, and consultation models. [This paper will be published in &quot;Journal of Educational and Psychological Consultation.&quot;]
Supporting Students with Health Conditions in District of Columbia Public Schools. REL 2021-082
Author: Bleeker, Martha M.
Date: 2021-04-00
Type: Reports - Research
Subjects: Public Schools,Special Needs Students,At Risk Students,Gender Differences,Racial Differences,Ethnicity,Economically Disadvantaged,Diseases,Chronic Illness,Individualized Education Programs,Federal Legislation,Students with Disabilities,Access to Health Care,School Health Services,Incidence,Student Characteristics,Place of Residence,Attention Deficit Hyperactivity Disorder,Mental Disorders,Diabetes,Allergy,Intellectual Disability,Developmental Delays,Developmental Disabilities,School Districts,Reading Achievement,Mathematics Achievement,Attendance,Institutional Characteristics,Elementary Secondary Education

To inform a plan for supporting students with health conditions, District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic on a study to understand how the prevalence of health conditions differs by student characteristics, whether students are supported through a 504 plan or an individualized education program (IEP), and the relationship between student health conditions and education outcomes. The study found that 27 percent of students in DCPS had a reported health condition in 2018/19, which is lower than the percentages reported for health conditions in the city in other data sources and could thus be an undercount. Health conditions were most prevalent among DCPS students who are male, who are Black/non-Hispanic, who are economically disadvantaged, or who attended school outside their ward of residence. Asthma was the most prevalent health condition, reported by 16 percent of students, which is double the national average. Among students with a reported health condition, 28 percent received support through a 504 plan or an IEP. Students with health conditions who are Black/non-Hispanic, who are economically disadvantaged, or who attended school outside their ward of residence were more likely to receive support through an IEP than students without these characteristics. In contrast, students with health conditions who are White/non-Hispanic or who are not economically disadvantaged were more likely to receive support through a 504 plan than other groups of students. Students with a reported health condition generally fared worse on education outcomes than students without a health condition. [For the appendixes, see ED612139; for the study snapshot, see ED612140.]
Development and Validation of the Systematic Assessment of Book Reading (SABR-2.2)
Author: Pentimonti, Jill M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Standardized Tests,Test Construction,Construct Validity,Predictive Validity,Test Reliability,Psychometrics,Preschool Education,Preschool Children,Kindergarten,Reading Aloud to Others,Preschool Teachers,Factor Analysis,Factor Structure,Interrater Reliability,Oral Reading,Scores,Emergent Literacy

Measuring the quality of classroom-based interactive shared book reading within the early childhood classroom represents a specific dimension of teacher-child interactions that is of great interest to researchers. This interest reflects decades of research demonstrating the benefit of reading to young children in both the home and the classroom. The purpose of this validation study was to conduct a systematic investigation of the psychometric characteristics of a revised version of the Systematic Assessment of Book Reading (SABR-2.2), a measure that examines qualities of teacher talk through observation of classroom shared book reading. Validation of the SABR involved video-based coding of book-reading sessions in pre-k and Kindergarten classrooms (n = 286 teachers and 877 children). Teacher race/ethnicities included: Caucasian (64%), African American (27%), Latino (19%), American Indian/Alaska Native (1%), Asian (4%), and 4% reported their ethnicity as 'other'. Children's race/ethnicity was Caucasian (52.3%), African American (39.7%), Latino (30.6%), American Indian/Alaska Native (1.2%), Asian (5.3%), and 1.5% reported their ethnicity as 'other'. Using the SABR, we coded the frequency of 11 teacher behaviors that relied on explicitly defined behaviors and sets of keywords that indicated the presence of a behavior. Factor analyses yielded a single factor with item loadings between 0.41 and 0.86. Inter-rater reliability estimates were high (i.e., 95%-99%). Test-retest reliability revealed that the SABR factor scores were strongly correlated (r = 0.71) at Fall and Spring. We established concurrent validity with moderate relations with the ELLCO (rs = 0.31-0.50). Predictive validity of the SABR was investigated for 877 children tested at base-line and follow-up. Findings revealed a significant and small association between teachers' SABR scores and gains in children's vocabulary and print knowledge scores. Additional analyses were conducted to examine psychometrics by race/ethnicity.
Supporting Students with Health Conditions in District of Columbia Public Schools. Appendixes. REL 2021-082
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Research
Subjects: Public Schools,Special Needs Students,At Risk Students,Gender Differences,Racial Differences,Ethnicity,Economically Disadvantaged,Diseases,Chronic Illness,Individualized Education Programs,Federal Legislation,Students with Disabilities,Access to Health Care,School Health Services,Incidence,Student Characteristics,Place of Residence,Attention Deficit Hyperactivity Disorder,Mental Disorders,Diabetes,Allergy,Intellectual Disability,Developmental Delays,Developmental Disabilities,School Districts,Reading Achievement,Mathematics Achievement,Attendance,Grade Point Average,Institutional Characteristics,Elementary Secondary Education,Suspension,Research Methodology

These are the appendixes for the report, &quot;Supporting Students with Health Conditions in District of Columbia Public Schools.&quot; The District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic on a study to understand how the prevalence of health conditions differs by student characteristics, whether students are supported through a 504 plan or an individualized education program (IEP), and the relationship between student health conditions and education outcomes. The study team used data from District of Columbia Public Schools (DCPS) administrative records, DCPS standardized testing data, and the DCPS Conditions and Treatments report and linked the data using DCPS student identification codes that match across data sources. Two appendixes in the document include: (1) Methods; and (2) Supporting analyses. [For the full report, see ED612137; for the study snapshot, see ED612140.]
Supporting Students with Health Conditions in District of Columbia Public Schools. Study Snapshot. REL 2021-082
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Public Schools,Special Needs Students,At Risk Students,Racial Differences,Ethnicity,Economically Disadvantaged,Individualized Education Programs,Federal Legislation,Students with Disabilities,Access to Health Care,School Health Services,Incidence,Student Characteristics,Place of Residence,School Districts,Reading Achievement,Mathematics Achievement,Allergy,Attention Deficit Hyperactivity Disorder,Diseases,Chronic Illness,Gender Differences,Attendance,Elementary Secondary Education,Institutional Characteristics

Students with health conditions are at risk for poor education outcomes such as absenteeism and low academic performance. Racial/ethnic minority students and economically disadvantaged students might have more limited access to medical care and information than other students, making school support even more important for them. District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic to conduct a study aimed at understanding how the prevalence of health conditions differs by student characteristics, whether students are supported through a 504 plan or an individualized education program (IEP), and the relationship between health conditions and education outcomes. DCPS expects to use the findings of this study to inform an action plan for equitably supporting students who have a health condition. This study used descriptive methods to analyze data for the 2018/19 school year, including administrative records, standardized test data, and health conditions and treatment data. In addition to examining the prevalence of any reported health condition, analyses focused on a core set of three conditions that are likely to be chronic, highly prevalent, or associated with education outcomes: asthma, attention deficit hyperactive disorder (ADHD), and food allergies. [For the full report, see ED612137; for the appendixes, see ED612139.]