ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding and Implementing the Common Core Vocabulary Standards in Kindergarten
Author: Baker, Doris Luft
Date: 2015-00-00
Type: Journal Articles
Subjects: State Standards,Academic Standards,Vocabulary Development,Learning Disabilities,At Risk Students,Parents,Volunteers,English Language Learners,Learning Activities,Check Lists,Kindergarten,Young Children,Preschool Teachers,Instructional Materials,Program Implementation

This article provides suggestions for teachers and practitioners on vocabulary activities that can help kindergarteners attain the vocabulary standards proposed by the Common Core State Standards (CCSS). The activities and examples included in the paper stem from an efficacy study I recently conducted with Dr. Michael Coyne and colleagues with funding from the Institute of Education Sciences (IES). The paper is particularly appropriate for kindergarten teachers who struggle teaching vocabulary suggested by the CCSS to students from low socioeconomic backgrounds, who tend to have low word knowledge. [This article was published in &quot;TEACHING Exceptional Children&quot; (EJ1061438).]
Federal Student Aid Handbook with Active Index, 2016-2017
Author: Federal Student Aid (ED)
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Audits (Verification),Citizenship,College Administration,College Programs,Distance Education,Eligibility,Error Correction,Expenditures,Federal Aid,Federal Legislation,Federal Programs,Financial Aid Applicants,Grants,Institutional Characteristics,Loan Default,Loan Repayment,Money Management,Privacy,Program Evaluation,Program Termination,Recordkeeping,Records (Forms),Sanctions,Scholarships,School Safety,Student Financial Aid,Educational Legislation,Student Loan Programs,Parent Financial Contribution,Funding Formulas,Income,Work Study Programs,Income Contingent Loans

This publication is intended for financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA®), verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six volumes: (1) Student Eligibility; (2) School Eligibility and Operations; (3) Calculating Awards &amp; Packaging; (4) Processing Aid and Managing Federal Student Aid (FSA) Funds; (5) Withdrawals and the Return of Title IV Funds; and (6) The Campus-Based Programs. [For the 2015-2016 edition, see ED581419.]
The Effectiveness of Reading Interventions for English Learners: A Research Synthesis
Author: Richards-Tutor, Cara
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,Reading Instruction,Electronic Libraries,English Language Learners,Learning Disabilities,Fidelity,Kindergarten,Grade 1,Reading Skills,Reading Comprehension,Listening Comprehension,Effect Size,Online Searching,Emergent Literacy,Elementary School Students,Reading Fluency,Reading Tests,Verbal Ability,Intelligence Tests,Vocabulary,Predictor Variables,Achievement Tests,Language Tests

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was an intervention for English learners at risk or with a learning disability in Grades K-12, (c) data were disaggregated by English learner status if all participants were not English learners, and (d) information about fidelity of implementation was reported. Twelve studies met these criteria. Results of seven studies conducted in kindergarten and first grade indicated significant moderate-to-large effect sizes (ES range, 0.58-0.91) for interventions targeting beginning reading skills. Findings in five of the 12 studies suggested significant moderate-to-large effects in reading or listening comprehension (ES range, 0.47-2.34). The interventions in these studies included explicit instruction, and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention, and type of personnel delivering the intervention, were not significant predictors of outcomes.
Doing More with Less: The Charter School Advantage in Michigan. A Mackinac Center Report
Author: DeAngelis, Corey
Date: 2018-00-00
Type: Reports - Research
Subjects: Charter Schools,Educational Benefits,School Effectiveness,Cost Effectiveness,Educational Equity (Finance),Educational Finance,Expenditure per Student,Outcomes of Education

The appointment of Betsy DeVos as education secretary of the United States has led to much debate across the nation about public charter schools. Opponents of charter schools typically argue that these schools fail if their average standardized test scores do not exceed those of traditional, district-run schools. These types of comparisons, however, often do not take taxpayer inputs into account. Taking these inputs into consideration, public charter schools ought to be deemed successful if they are able to produce similar outcomes at a lower cost to taxpayers. In this study, the authors examine charter school funding inequities in 92 cities across Secretary DeVos's home state of Michigan. In addition, they calculate the cost effectiveness and return on investment of public charter schools in 71 Michigan cities. Similar to the findings of the existing literature on the topic, the authors find that public charter schools receive substantially less funding per pupil than traditional public schools. They reveal that charters in Michigan are more cost effective and produce a larger return on investment for taxpayers. Three key findings include: (1) On average, Michigan charter schools receive about $2,782, or 20 percent, less per pupil than traditional public schools; (2) Based in part on this funding disparity, the average public charter school studied is 32 percent more cost effective than the average traditional public school located in the same city; and (3) As measured by expected lifetime earnings of each student, the average charter school generates about $2.63 more return on investment for each dollar it spends -- 36 percent higher than the average traditional public school.
A New Role Emerges for Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative
Author: Goldring, Ellen B.
Date: 2018-07-00
Type: Reports - Research
Subjects: Principals,Supervisors,Administrator Role,Instructional Leadership,Administrator Responsibility,School Districts,Leadership Effectiveness,Urban Schools,Instructional Improvement,Administrator Effectiveness,Occupational Information,Apprenticeships,Program Implementation,Administrator Attitudes,Faculty Development,Communities of Practice,Coaching (Performance),Supervision,Administrator Evaluation,Administrator Surveys

In 2014, The Wallace Foundation launched the Principal Supervisor Initiative (PSI), a four-year, $24 million-dollar effort to redefine principal supervision in six urban school districts. The initiative sought to help districts transform a position traditionally focused on administration, operations, and compliance to one dedicated to developing and supporting principals to improve instruction in schools. The initiative was motivated by an effort to increase student learning and achievement by improving principal effectiveness. Research has shown that strong principals are integral to strong schools and to raising the quality of teaching. Numerous studies have pointed to the importance of effective leaders for teacher satisfaction, teacher retention, school climate, parent engagement, and student achievement. Principal supervisors are a potential point of leverage for supporting and developing principals, but relatively few districts have invested in such efforts. The motivating hypothesis of the PSI is that changing the role of principal supervisors from overseeing administration and operations to providing instructional leadership can drive improvement in principal effectiveness. The report presents analyses of data from semistructured interviews with central office personnel, principal supervisors, and principals, as well as data from surveys of supervisors and principals in each of the six PSI districts throughout the United States.
Opening Doors: How Selective Colleges and Universities Are Expanding Access for High-Achieving, Low-Income Students
Author: Glynn, Jennifer
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: College Freshmen,Campuses,Barriers,High Achievement,Low Income Students,Enrollment,Selective Admission,Colleges,Universities,Access to Education,Achievement Gap,Socioeconomic Background,Attendance,Student Financial Aid,Student Costs,Tuition,College Applicants,Student Recruitment,Summer Programs,Academic Ability,Disadvantaged,College Admission,Community Colleges,Two Year College Students,College Transfer Students,Partnerships in Education,School Community Relationship,College Choice,College Bound Students,High School Seniors,School Counselors,Fees

Today a college degree is considered the ticket to a good job and the gateway to economic advancement. A student's chances of gaining admission to college, however, are often based more on parental wealth than the student's achievements. At the nation's most selective colleges, three percent of incoming freshmen come from families in the bottom income quartile, while 72 percent come from families in the wealthiest quartile. To close the gap, some colleges have demonstrated a strong institutional commitment to increasing socioeconomic diversity on their campuses and are working to remove the remaining barriers that block high-achieving, low-income students from enrolling. This report summarizes these institutions' best practices and provide insight into how selective colleges can expand opportunities for outstanding low-income students. [For the executive summary, see ED589030.]
Fiscal Year 2016 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,College Faculty,Teacher Salaries,Salaries,Administrators,School Personnel,Professional Personnel,Part Time Faculty,Fringe Benefits,Teaching Load,Summer Schools,Teacher Qualifications,Masters Degrees,Personnel Policy

Data about compensation received by employees in Illinois' 48 Illinois public community colleges are gathered by the Illinois Community College Board (ICCB). Data in the &quot;Fiscal Year 2016 Salary Report&quot; reflect the census date of October 1, 2015. In an attempt to minimize the number of separate requests for salary data received by public community colleges, ICCB staff provide these data on the colleges' behalf in response to requests for salary information from the Illinois Board of Higher Education, National Center for Educational Statistics, Legislature, and other interested entities or persons. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data and include: (1) Headcount enrollment of less than 3,000, downstate, located in or near communities of less than 50,000 population; (2) Headcount enrollment of approximately 3,000 to 4,000, downstate, located in or near communities of less than 50,000 population; (3) Headcount enrollment greater than 4,000, downstate, located in or near communities of less than 50,000 population; (4) Located downstate and in urbanized areas; (5) Headcount enrollment less than 10,000, located in the Chicago metropolitan area; (6) City Colleges of Chicago; and (7) Headcount enrollment greater than 10,000, located in the Chicago metropolitan area. Peer groups are separated by solid lines in the tables. As you move from top to bottom down the table, the groupings generally correspond to districts with higher enrollments in more urbanized environments. Within each peer group, the colleges are listed in alphabetical order. Most tables in this report contain information on full-time employees. The report includes faculty salary data which are based on actual contracts, salaries from salary schedules, overload faculty salary rates, and part-time faculty salary rates. Also included are administrative salaries, other (non-teaching) professional staff salaries; information on average faculty load; salaries for selected administrators; salaries for positions similar to Universities Civil Service classifications; and fiscal year 2015 salaries actually paid to faculty, administrators, other (non-teaching) professionals, and classified staff.
Opening Doors: How Selective Colleges and Universities Are Expanding Access for High-Achieving, Low-Income Students. Executive Summary
Author: Glynn, Jennifer
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: College Applicants,Access to Education,High Achievement,Low Income Students,Student Financial Aid,Selective Admission,Enrollment,Colleges,Universities,Achievement Gap,Disadvantaged,Academic Ability,Community Colleges,Two Year College Students,Attendance,High Schools

The goal of equal educational opportunity remains unrealized at most of America's colleges. The children of wealth and privilege fill nearly all the seats at these institutions, while the children of poverty are almost completely absent. Far too often, a young person's educational path is determined not by intellect, but by parental income. That a child's academic fate depends more on family wealth than individual ability is a national embarrassment of the first order. This report examines the success of several of these institutions, explaining how the colleges can serve as role models for other institutions that wish to become more economically diverse. In this executive summary, the author identifies 14 practices that facilitate smart, low-income students' entry into the most selective colleges. The practices are grouped into specific actions that will encourage high-achieving, low-income students to apply, improve their chances of admission, and encourage admitted low-income students to enroll. [For the full report, see ED589028.]
Measuring School Climate Using the 2015 School Crime Supplement. Technical Report. NCES 2018-098
Author: Lessne, Deborah
Date: 2018-10-00
Type: Reports - Research
Subjects: Educational Environment,Crime,Victims,Bullying,National Surveys,Measurement,Item Analysis,Correlation,Scores,Asian Americans,African Americans,White Students,Middle School Students,High School Students,Family Income,Trend Analysis,Race,Factor Analysis,Student Characteristics,Student Attitudes,School Safety

This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to develop school climate measures and identify differences in scores for various student demographics including students experiencing or not experiencing criminal victimization and bullying. Development of the school climate scores documented in this report proceeded in three steps. First, items in the SCS were selected that relate to aspects of school climate based on a review of the literature or that were aligned with similar questions used in previous research on school climate measurement. Next, item analysis was performed using polyserial correlations, along with exploratory factor analysis, to assess how well the SCS items mapped to underlying climate factors and substantiate the mapping of the factors to established school climate domains. After score development, and as the third and final step in this research, the authors identified differences in the scores across student subgroups (including whether the student reported victimization or bullying in school) for each of the three climate domains and for the total climate score. The observed differences are discussed in the Conclusions section of this report. Based on this information, the authors explored whether the school climate scores developed from SCS items differed in expected ways among students from various subgroups. The authors found that, consistent with the literature, students who had been bullied or criminally victimized at school rated school climate lower (less favorably) in some domains. Asian students tended to have higher overall school climate ratings, while Black students rated school climate significantly lower than Whites. Middle grade students (6th through 8th grades) had higher ratings for overall school climate than high school students (9th through 12th grades). Students from higher income families produced higher climate scores. Based on the alignment of the final domains with the U.S. Department of Education (ED) Office of Safe and Healthy Students' National Center on Safe Supportive Learning Environments (NCSSLE) school climate model and composite scale ratings, as well as the fact that differences among groups of students followed expected patterns, the authors concluded that the school climate measures developed from the SCS can be used as indicators among 12- to 18-year-old students in the United States. These measures may be useful in tracking national trends in the same way that student victimization has been evaluated from the NCVS/SCS.
Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students. 2nd Edition
Author: Plucker, Jonathan
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Equal Education,Low Income,Educational Opportunities,Talent,Academically Gifted,High Achievement,Academic Ability,Educational Policy,Educational Change,Advanced Courses,Talent Development,State Policy,Best Practices,Excellence in Education,Achievement Gap,Educational Indicators,Acceleration (Education),Advanced Placement,Dual Enrollment,Barriers,Identification,Elementary Secondary Education,Access to Education

A growing body of research offers evidence that high-ability students from lower-income families are far less likely than wealthier students to be identified for advanced level course work and opportunities. They are also less likely to achieve at high levels, despite their aptitude. Lacking access to the enriched academic opportunities, differentiated learning, and counseling afforded to wealthier students, high-ability, low-income children are becoming what one team of researchers has termed a &quot;persistent talent underclass&quot;--underserved and therefore prevented from fully developing their talents. This report examines which states have implemented policy changes that can help close excellence gaps. More importantly, the authors identify those states in which they see improved participation and achievement for high-ability, low-income students. The goal for this research is to illustrate the excellence gap using indicators that are readily available, easily understood, and comprehensive. The authors seek to provide clear guidance to states on how they may better support advanced learning for all students, by implementing policies to ensure that all high-ability students--including those from low-income backgrounds--have the support they require in order to develop their talents. [For the executive summary to this report &quot;Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students. 2nd Edition. Executive Summary,&quot; see ED589037. For the first edition of this report &quot;Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students,&quot; see ED569953.]
Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students. 2nd Edition. Executive Summary
Author: Plucker, Jonathan
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Opportunities,Access to Education,Low Income,Elementary Secondary Education,Excellence in Education,Advanced Courses,Advanced Placement,Talent,Talent Development,Academically Gifted,Academic Ability,State Policy,Achievement Gap,Barriers,Identification,School Districts,Educational Policy

America has a tremendous need for talent. This executive summary examines which states have implemented policy changes that can help close excellence gaps. States can and should take the lead in promoting educational excellence and eliminating excellence gaps. Six recommendations to states are presented. [For the full report &quot;Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students. 2nd Edition,&quot; see ED589036. For the first edition of the report &quot;Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students,&quot; see ED569953.]
Elementary Mathematics Teachers&apos; Feedback Behaviors: Student Teachers&apos; Viewpoint
Author: Kögce, Davut
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Feedback (Response),Student Teacher Attitudes,Mathematics Teachers,Gender Differences,Experienced Teachers,Teaching Experience

This study was undertaken to determine the elementary mathematics student teachers' perceptions related to feedback behaviors performed by in service elementary mathematics teachers within the scope of &quot;School Experience&quot; course. This study was carried out by using the survey method. As data collection tool, a likert type questionnaire which consists of two sections was used. This questionnaire was administered to 82 senior mathematics student teachers from Karadeniz Technical University, Fatih Faculty of Education, Department of Elementary Mathematics Education in 2008-2009 education terms in Trabzon, Turkey. After responses given by student teachers to the questionnaire form were marked, these data were analyzed by using the statistical package SPSS. At the end of the study, it was found that positive feedback behaviors were given only by a few teachers from the point of student teachers views. Based on the findings of the study, some suggestions about the potential of feedback in teaching-learning process were given both mathematics student teachers and in service mathematics teachers.
Freshman and Senior Pre-Service Mathematics Teachers&apos; Attitudes toward Teaching Profession
Author: Kögce, Davut
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,College Seniors,Preservice Teachers,Mathematics Teachers,Student Attitudes,Educational Attitudes,Teaching (Occupation),Undergraduate Study,Age Differences,Gender Differences,Preferences,Family Income,Educational Attainment,Parent Background,Educational Background,Secondary School Students,Grade Point Average,Prior Learning

The aim of this study is to compare the attitudes of freshman and senior pre-service teachers pursuing an undergraduate degree in an elementary mathematics education program toward teaching profession and to reveal the kind of relationship that exists between these attitudes. Case study method was used in the study. As a data collecting tool, A 5-point Likert type questionnaire was used. The data of the study were obtained by conducting this questionnaire to total 212 pre-service teachers (141 freshmen, 71 seniors) studying at Karadeniz Technical University, Fatih Faculty of Education during 2008-2009 school year. After the answers of the pre-service teachers to questionnaire form were scored, the obtained data were analyzed using independent samples t-test and one-way ANOVA. As a result of the study, it was concluded that the attitudes of freshmen and senior pre-service teachers toward teaching profession showed statistically significant difference in terms of several variables favoring senior pre-service teachers. Based on the results of the study, several recommendations were made.