ethanporcaro/eric-fulltext-meta huggingface dataset:
ResearchYOU: A Faculty-Led Undergraduate Co-Curricular Research Experience
Author: Greer, Tomika W.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Research,Research Training,Mentors,College Faculty,Teacher Student Relationship,Hispanic American Students,Minority Serving Institutions,Workshops,Distance Education,Capacity Building,Program Evaluation,Program Implementation,Social Sciences

ResearchYOU! is a co-curricular research experience designed to improve undergraduate student research skills at a Hispanic-serving institution and provide research mentoring for undergraduate students who may not typically have access to social science research experiences. This multi-faculty capacity-building research experience is composed of three components: (1) learning and development of research skills through virtual synchronous workshops, (2) performing research tasks under the mentorship of faculty members, and (3) submission of a research poster presentation for the University Undergraduate Research Day. In this paper, we describe the inaugural year of the program and present preliminary data that point to initial impacts of the program. [For the full proceedings, see ED631897.]
Overcoming Imposter Syndrome by Creating Intentionally Inclusive Cultures in Online Doctoral Classrooms
Author: Rogers-Shaw, Carol
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Doctoral Programs,Self Concept,Classroom Environment,Doctoral Students,Psychological Patterns,Intervention,Adult Students,College Faculty,Teacher Role

Establishing an online class community that promotes belonging through open, honest communication and collaboration can alleviate doctoral student Imposter Syndrome. [For the full proceedings, see ED631897.]
The Effect of Using &quot;Differentiated Instruction&quot; on Developing Al-Azhar Secondary Stage Students&apos; Writing Fluency
Author: Mehany, Abdelkareem Ali Abdelnaeim
Date: 2019-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Individualized Instruction,Secondary School Students,Writing Skills,English (Second Language),Second Language Instruction,Foreign Countries,Language Fluency,Instructional Effectiveness

The purpose of the study was to examine the impact of Differentiated Instruction (DI) on English writing fluency of the First Year Secondary Al-Azhar Students. To answer the study questions, the researcher adopted the quasi-experimental approach (One-Group Design). The study participants from Al-Azhar Secondary Stage students in Sohag Governorate. A program was used in teaching the study group in the second term of the year (2018-2019). A writing Fluency test was designed and validated to be used as a pre-posttest. The data of the study were analyzed, using Statistical Package for Social Science (SPSS 19), to confirm the test validity and reliability. On the other hand, t-test was used to measure the statistical differences in mean scores between the pre and posttest administrations of the test mean scores due to the use of the program. The study indicated that there are statistically significant differences at the level of (0.05) on English writing fluency skills of the first year secondary students in favor of the administration of the posttest. It means that the use of the program had a significant impact on the students. Based on those findings, the study recommended implementing the suggested program for developing writing to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted in relation to other language domains.
Direct Admissions: Reimagining College Applications to Promote Equity. Equitable College Admissions Practices
Author: Odle, Taylor
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: College Admission,Public Colleges,Barriers,Equal Education,State Policy,Minority Group Students,Access to Education,College Applicants,College Bound Students,Program Implementation

This brief is part of the Affirming Equity, Ensuring Inclusion, and Empowering Action initiative. The brief describes the emerging practice of direct admissions, including how the practice has been designed, what outcomes it has produced, and considerations for policymakers debating the implementation of a direct admissions program in their state or system. Direct admissions policies address the barriers associated with the admissions process. Direct admissions removes complexity, simplifying the college application process, saving students time and money, and eliminating barriers that disproportionately impact students from minoritized backgrounds due to unevenly distributed social and cultural capital. Direct admissions policies provide students with an early guarantee of college admission at a critical point in high school. This guarantee of acceptance signals the students' college-going potential and reduces the uncertainty and risk of applying. Direct admissions programs tell students that they are college material and that there is a place for them. This holds the potential to overcome wide racial gaps in college-going beliefs. This brief provides summaries of how Idaho, Hawai'i, and Minnesota have adopted and designed direct admissions programs for the public institutions in their states. [Eileen and Harold Brown provided additional funding for this series of briefs.]
The Urgency of Fair and Equitable Holistic Review of College Applicants. Equitable College Admissions Practices
Author: Bastedo, Michael
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: College Admission,Admission Criteria,Equal Education,Inclusion,Holistic Approach,Student Diversity,Educational Policy,Access to Education,Race

This brief is part of the Affirming Equity, Ensuring Inclusion, and Empowering Action initiative. This brief is focused on holistic review, a strategy in college admissions that assesses an applicant's unique experiences alongside a range of indicators that include grades, extra curriculars, environmental context, among other factors. For admissions officers, it is a powerful tool and a fairer and more thoughtful approach to reviewing student applications and ensuring a more diverse student body. Promising policy practices in admissions can promote greater equity and access for students if admission officers and college leaders act decisively and with a commitment to a more thoughtful approach to college admissions. Colleges can use their own data to examine the disparate racial effects of their current practices and choose different enrollment policies and strategies to mitigate the effects of a ban on race-conscious admissions, in ways that are both legally permissible and more racially equitable. [Eileen and Harold Brown provided additional funding for this series of briefs.]
Greater Equity in College Access through High School/College Dual Enrollment Programs. Equitable College Preparation Practices
Author: Fink, John
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Dual Enrollment,High School Students,College Attendance,Minority Group Students,Racism,Disproportionate Representation,Access to Education,English Language Learners,Students with Disabilities,College Readiness,Community College Students,State Policy

This brief is part of the Affirming Equity, Ensuring Inclusion, and Empowering Action initiative. This brief summarizes the research on dual enrollment programs--programs which allow high school students to enroll in college coursework through a partnering college or university--and offers policymakers a strategy to increase college enrollment and attainment via such efforts. Dual enrollment represents a promising lever for increasing educational equity, given its large scale and demonstrated effectiveness for increasing college access and success among its participants. Black, Latinx, and other minoritized students benefit from dual enrollment participation, yet these and other groups underrepresented in higher education often do not have meaningful access to such programs. Strong dual enrollment programs have the potential to raise college enrollment rates among high school graduates and improve college-attainment rates for students who participate. [Eileen and Harold Brown provided additional funding for this series of briefs.]
Ensuring Fairness in College Admissions: Rethinking Recruitment, Demonstrated Interest Strategies, Early Decision, and Legacy Admission. Equitable College Admissions Practices
Author: Bell, Lauren
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: College Admission,Admission Criteria,Educational Policy,Equal Education,Educational Practices,Student Recruitment,Access to Education,Barriers

This brief is part of the Affirming Equity, Ensuring Inclusion, and Empowering Action initiative. This brief--which draws on a thorough review of existing research, original data analysis, and conversations with institutional leaders and experts--urges college leaders and admissions officials to address longstanding inequities in college access by rethinking four policies and practices: (1) recruitment strategies; (2) demonstrated interest policies; (3) early admission deadlines; and (4) legacy admission policies. These practices too often are barriers to the economic mobility a college degree can offer. For all Americans to have access to a valuable college education, there must be a thorough review of current admissions practices and, most importantly, the courage to change them in ways that prioritize equity. [Eileen and Harold Brown provided additional funding for this series of briefs.]
P-TECH 9-14 Pathways to Success: Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation
Author: Rosen, Rachel
Date: 2023-10-00
Type: Reports - Research
Subjects: High Schools,Community Colleges,Employers,Partnerships in Education,College Preparation,Career Development,Work Experience Programs,Internship Programs,Mentors,Program Evaluation,Models,Program Implementation,Costs,Cost Effectiveness

The New York City P-TECH 9-14 schools are an educational model that ties together the secondary, higher education, and workforce systems to improve outcomes across domains. The distinguishing feature of the model is a partnership among a high school, a community college, and one or more employer partners that focuses on preparing students for both college and careers within six years. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma within four years, followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners provide students with work-based learning experiences such as internships, mentoring, and job shadowing. This evaluation provides the first rigorous evidence about the effects of the P-TECH 9-14 model on student outcomes. The study uses a lottery-based random assignment design that takes advantage of the nature of the New York City high school admissions process, in which students were randomly offered or not offered an opportunity to attend a P-TECH 9-14 school. This study has also investigated how P-TECH 9-14 schools implemented the elements of the model, and where implementation varied among schools, and has conducted a cost and cost-effectiveness analysis, which assesses the impacts relative to the cost of obtaining them. [For the Executive Summary, see ED632481.]
P-TECH 9-14 Pathways to Success: Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation. Executive Summary
Author: Rosen, Rachel
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: High Schools,Community Colleges,Employers,Partnerships in Education,College Preparation,Career Development,Work Experience Programs,Internship Programs,Mentors,Program Evaluation,Models,Program Implementation,Costs,Cost Effectiveness

The New York City P-TECH 9-14 schools are an educational model that ties together the secondary, higher education, and workforce systems to improve outcomes across domains. The distinguishing feature of the model is a partnership among a high school, a community college, and one or more employer partners that focuses on preparing students for both college and careers within six years. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma within four years, followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners provide students with work-based learning experiences such as internships, mentoring, and job shadowing. This study provides impact, implementation, and cost study findings from the first rigorous evaluation of the model, examining the first seven P-TECH 9-14 schools that opened in New York City. The study follows entering classes of students for seven years after they begin ninth grade, which would carry them through the end of their expected high school graduations and through three years of postsecondary education. The study takes advantage of the random lottery process created by the New York City high school admissions system to identify the model's effects: It compares students who won lotteries to attend P-TECH 9-14 schools (the P-TECH 9-14 group) with students who applied but did not win (the comparison group). It also includes an in-depth implementation study that assesses how schools carried out the model, and a cost-effectiveness study that examines costs per college degree earned for P-TECH 9-14 schools compared with other schools. [For the full report, see ED632477.]
The Visual Thinking Strategies Approach to Teaching Argument Writing: A Professional Development Model
Author: Smolkowski, Keith
Date: 2020-00-00
Type: Reports - Research
Subjects: Visual Learning,Discussion (Teaching Technique),Critical Thinking,Persuasive Discourse,Writing Instruction,Professional Development,Evidence Based Practice,Learner Engagement,Writing Improvement,Rural Schools,Visual Arts,Elementary School Teachers,Secondary School Teachers

This pilot study evaluated a novel professional development (PD) model designed to prepare K-12 educators in high-need, rural school districts to teach evidence-based argument writing. The PD showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies to enhance students' argumentation writing. Twenty intervention teachers completed the professional development program and conducted lessons in Visual Thinking Strategies and argument writing. Intervention teachers, relative to 34 comparison teachers, improved on their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing and their actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges's g &gt; 0.50). Students in the intervention condition (N = 210 in K-11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise. [This paper was published in &quot;The Elementary School Journal&quot; 2020 (EJ1270199).]
Exploring the Benefits of Applied Learning and Comprehensive Support in Alternative High Schools: Impact of the PREP Intervention
Author: Vazquez Cano, Manuel
Date: 2023-10-00
Type: Reports - Research
Subjects: Nontraditional Education,Intervention,Program Implementation,Learner Engagement,High School Students,Active Learning,Student Projects,Vocational Education,Social Emotional Learning,Program Effectiveness

The study evaluated the Personalized, Relevant, Engaged for Postsecondary (PREP) intervention implemented by Portland Public Schools (PPS) to promote student engagement in alternative high schools. The PREP intervention integrated three key components: project-based learning (PBL); career technical education (CTE), including certified CTE programs and career-related learning experiences (CRLEs); and social and emotional learning (SEL). The study examined the fidelity of implementation over two years using a pre-defined rubric. The study also used a comparative interrupted time series design to examine the effects of the intervention on measures of engagement and high school progression. The study found that PREP key components were implemented with adequate fidelity during the 2020-21 school year but not during the 2021-22 school year. Results from the impact study did not identify a statistically significant impact of the PREP intervention on retention and credit accumulation. However, the study found promising evidence that PREP may have decreased rates of severe absenteeism. The findings indicate that providing comprehensive assistance is crucial in helping opportunity youth.
The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges. Research Brief
Author: Kopko, Elizabeth
Date: 2023-10-00
Type: Reports - Research
Subjects: Alternative Assessment,Student Placement,Community College Students,Mathematics Instruction,English Instruction,Outcomes of Education,College Enrollment,Student Evaluation

In fall 2016, CAPR began a randomized controlled trial of multiple measures assessment (MMA) in community colleges in the State University of New York (SUNY) to learn whether MMA yields placement determinations that lead to better student outcomes than a system based on test scores alone. In 2020, a report was released on students' outcomes after three terms. CAPR then launched a follow-up study to estimate outcomes for a longer time period. In this follow-up study, student outcomes, including college-level math and English enrollment and completion and college-level credit attainment, were tracked for at least nine terms from the time of testing, through spring 2021. The findings were disaggregated by race/ethnicity, Pell recipient status, and gender subgroups; a cost analysis of MMA was also conducted. This brief focuses on &quot;bump-zone&quot; findings--those for the subset of students whose placements changed (or would have changed) under MMA. The study finds that--four and a half years after random assignment--students who were &quot;bumped up&quot; into college-level math and English courses through MMA were much more likely to have enrolled in and completed a college-level course (with a grade of C or higher) than similar business-as-usual group students. The benefits of MMA were likely driven primarily by increased access to college-level courses rather than by any improved accuracy from using MMA. Regardless of subject area, program group students who were bumped up through MMA had better outcomes than similar students in the business-as-usual group, and program group students who were bumped down through MMA had worse outcomes than similar business-as-usual group students. It is important to recognize that MMA can be designed in a way that promotes more access and that prevents students from receiving a lower placement. [For the accompanying working paper, see ED632523.]
Graduation Rates of Students Who Experienced Homelessness in America. School Years 2017-18 to 2018-19
Author: National Center for Homeless Education (NCHE)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Homeless People,Access to Education,Graduation Rate,Rural Schools,Suburban Schools,Urban Schools,Municipalities,Economically Disadvantaged,Foster Care,High School Graduates

The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) provides students who lack a fixed, regular, and adequate nighttime residence with the right to the same free, appropriate, public education that other students receive. Each year, the U.S. Department of Education (ED) collects demographic and academic data on students eligible for services under the McKinney-Vento Act. This brief presents four-, five-, and six-year adjusted cohort graduation rates (ACGRs) for students who experienced homelessness using state-level data from School Years (SYs) 2017-18 through 2019-2020. Appendix B provides additional information using school district data and locale codes to highlight differences between rural, suburban, town, and urban districts.
Addressing Homelessness in America: Serving Students with Mckinney-Vento Funding. School Years 2017-18 to 2019-20
Author: National Center for Homeless Education (NCHE)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Homeless People,Access to Education,Grants,School Districts,Resource Allocation,Public Schools,Student Costs,Student Needs,Geographic Location,Enrollment

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act of 1987 (McKinney-Vento Act) authorizes the Secretary of Education to provide grants to states [42 U.S.C. § 11432(a)]. Grants provide services and activities to improve the identification of students who qualify as homeless, as well as to enable the students to enroll in, attend, and succeed in school. Grants are also used to establish or designate an office of the state coordinator, to develop and implement the state plan required under the McKinney-Vento Act, and to develop and implement professional development for liaisons and school district staff [42 U.S.C. § 11432(c)(3)(d)]. Using the most recently available data, this brief examines the number of school districts that receive McKinney-Vento subgrants and the number of students identified by those districts as children and youth who experienced homelessness.
Building Instructional Excellence and Advancing Student Achievement in Indiana: Results of a Teacher and School Leader Incentive Program Grant. Research Brief
Author: National Institute for Excellence in Teaching (NIET)
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Feedback (Response),Educational Improvement,Faculty Development,Teacher Persistence,Disadvantaged Schools,Elementary Secondary Education,Partnerships in Education,Teaching Skills,Incentives

Effective teachers are developed through preparation programs, but, more importantly, through continuing professional learning relevant to the students that they teach. To continue to grow, teachers need a supportive environment that allows them to develop their instructional skills through specific, actionable feedback. In fall 2019, the National Institute for Excellence in Teaching (NIET) and Indiana district partners were awarded a U.S. Department of Education Teacher and School Leader (TSL) Incentive Program grant to expand and sustain HCMS to support teachers and improve students' academic success. The TSL program provided funding to implement sustainable HCMSs that include performance-based compensation and professional learning and growth opportunities to help recognize, develop, and retain effective educators in high-need schools (defined as at least 50% of students eligible for free or reduced-price lunch subsidies) and, thereby, improve students' academic success. The Indiana TSL district partners served urban, rural, and small city communities. The Indiana TSL partnership impacted more than 120 administrators, 1,800 teachers, and 26,000 students in grades PK-12. On average, these high-need schools had over 60% of students qualify for free and reduced-price lunch and over 50% of students were students of color. This research brief examines the evidence of successful accomplishment of the Indiana TSL partnership goals related to enhancing teachers' instructional skills and improving student achievement.