ethanporcaro/eric-fulltext-meta huggingface dataset:
The Thurgood Marshall School of Law Empirical Findings: A Report of the Statistical Analysis of the July 2010 TMSL Texas Bar Results
Author: Kadhi, Tau
Date: 2010-12-06
Type: Numerical/Quantitative Data
Subjects: Scoring,Statistical Analysis,Scores,High Stakes Tests,Predictor Variables,Educational Objectives,School Statistics,Educational Indicators,Law Schools,Law Students,Licensing Examinations (Professions),Repetition,Test Results,Legal Education (Professions),Black Colleges,Followup Studies

The following report gives the statistical findings of the July 2010 TMSL Bar results. Procedures: Data is pre-existing and was given to the Evaluator by email from the Registrar and Dean. Statistical analyses were run using SPSS 17 to address the following research questions: 1. What are the statistical descriptors of the July 2010 overall TMSL Bar students? a. What was the difference in scoring of the overall versus the First-Time Bar students? 2. What is the relationship of the subcategories, Times Taken the Bar, and Final Bar Score for the July 2010 TMSL Bar test takers? 3. What five subcategories were the best predictors of the July 2010 TMSL overall Bar test scores? 4. What were the statistical descriptors of the July 2010 TMSL First-Time Bar students (FTBs)? a. What was the difference in scoring of the Overall versus the First-Time Bar students? 5. What is the relationship of the subcategories and the Final Bar Score for the TMSL FTBs? 6. What five subcategories were the best Predictors of the July 2010 TMSL Bar Test Scores for the FTBs? Additional data is provided in six appendixes.
Effects of a K-12 Technology Integration Program on Teachers and Students
Author: Overbay, Amy
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Technology Integration,Educational Technology,Program Evaluation,Program Implementation,Program Effectiveness,Longitudinal Studies,Academic Achievement,Models,Rural Schools,Urban Schools,Quasiexperimental Design,Teacher Surveys,Inservice Teacher Education,Standards,Student Surveys,Comparative Analysis

IMPACT is a media and technology program designed to support and promote effective instruction through the integration of technology. The model is currently being implemented in 30 K-12 schools throughout North Carolina. This evaluation study investigated the effects of this model on the attitudes, behaviors, and activities of students and teachers. Information about the measures, data collection/analysis methods and implementation issues will be addressed. (Contains 5 tables, 3 figures, and 1 footnote.)
Constraints in Teacher Training for Computer Assisted Language Testing Implementation
Author: Garcia Laborda, Jesus
Date: 2011-05-00
Type: Journal Articles
Subjects: Teacher Education,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Testing,Language Tests,Foreign Countries,Test Construction,Teaching Methods,English (Second Language),Language Teachers,Teacher Attitudes,Attitude Change

Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine whether it would be possible to implement an online University Entrance Examination (P.A.U.) in Spain at the national level. The project was to address three main areas: the technology, the students and the teachers. In relation to the teachers, the focus of this paper, the project was to investigate whether there were any changes in their routines, teaching methodology and attitudes towards assessment using technology. This brief study focuses on one of the last tasks in the preparation stage for implementation of the computerized exam, and it is intended to predict and observe the teachers' reactions towards computer assisted language testing, the new test and the new test design. The findings shed light on the teachers' internal changes and their changes in attitude throughout the process. [This research was funded by Spain's Ministry of Education, the Consejeria de Educacion of the Madrid Region, and the University of Alcala's R&amp;D program for new groups.]
African-American Communities in Economic Crisis: Adult Educators Investing in the Human Capital Development of the Urban Poor
Author: Stephens, Mattyna L.
Date: 2010-11-00
Type: Information Analyses
Subjects: Human Capital,Economically Disadvantaged,Labor Market,Discourse Analysis,Adult Educators,African Americans,Adult Education,Urban Areas,Poverty,Public Policy,Economic Climate,Financial Exigency,History,Educational Policy,African American Community

Through discourse analysis the research will unearth the tension between the Theories of Human Capital (HCT) and the Work First Policy (WFP), Policies Informing Education (PIE), and Human Capital Development (HCD) as they relate to the labor market. The application of  discourse analysis demonstrates how the tenants of HCT are missing components in the WFP, PIE, and HCD relating to the workforce, and how this disconnect has perpetuated the economic crisis in urban communities in recent times. The economic crisis will be identified through a historical perspective from the rise of poor blacks in urban communities noted as urban sprawl, to the lack of human capital investment in this populace in recent times. To strike a balance between HCTs and WFP, PIE, and HCD relating to the workplace, adult educators may be called upon to invest in the human capital of poor blacks in urban communities. To this end, several recommendations will be made as ways to invest in the human capital of the urban poor.
Literacy Lessons and Preservice Teachers: Belief Systems, Reflective Responses
Author: Thomas, Ursula
Date: 2010-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Methods Courses,Early Childhood Education,Beliefs,Child Psychology,Emergent Literacy,Preservice Teacher Education,Knowledge Base for Teaching,Reading Habits,Reading Interests,Teacher Surveys,Educational Assessment,Reading Instruction,Lesson Plans,Personal Narratives,Student Surveys,Reflection

Purpose: The purpose of this research is to examine preservice teacher's knowledge bases and beliefs about literacy and the impact of their personal reading experiences on literacy instruction. Methodology: This study utilized mixed methodology. This included survey data and open coding. Data were collected using a survey, an annotated DRTA lesson plan, and a personal reading experience narrative. Results: The research reports that there are differences among beliefs concerning early literacy instruction and assessment of preservice teachers before the reading methods course. Conclusions: Preservice teachers are moderately familiar with knowledge bases concerning early literacy instruction and assessment before the reading methods courses. Recommendations: Further studies of the impact on foundations courses such as early childhood education and child psychology are warranted, as they seem to inform curriculum methods courses. (A bibliography is included.)
Report to the Maryland State Board of Education on the Provision of Educational Services to Long-Term Suspended and Expelled Students in Maryland Public Schools
Author: Maryland State Department of Education
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Public Schools,Suspension,Expulsion,School Support,Court Litigation,Services,School Districts,Internet,Surveys,Educational Policy,Discipline Policy,Advisory Committees,Access to Education

In its August 2009 decision in &quot;Atanya C. v. Dorchester County Board of Education&quot;, MSBE Op. No. 09-26, the Maryland State Board of Education expressed concerns about the lack of educational services to students who are placed on long-term suspension or expelled. The State Board committed to a comprehensive review of the issue including: (1) public input from stakeholders, (2) review of local school system practices, and (3) review of local and national data on the effects of long-term suspensions and expulsions on students and the school community. The Division of Student, Family, and School Support, with assistance from the Office of Legal Counsel, undertook a nine month examination of the issues surrounding the provision of educational services to long-term suspended and expelled students. Section I of this report examines the current use of suspension and expulsion in Maryland public schools; the last three school years of data provided by local school systems; and provides a summary of national and local data on some of the long-term effects on students and the community at large. Section II of this report examines information that local school systems submitted regarding the services currently provided to suspended and expelled students. Section III, reviews feedback from the general public about the type of services that should be provided to these students. Section IV of this report summarizes stakeholder feedback on whether the State Board should mandate the provision of educational services to long-term suspended and expelled students. Section V of this report summarizes the recommendations from numerous task forces and work-groups that have examined the issues relating to suspension and expulsion over the last ten or more years. Finally, Section VI of the report concludes with four recommendations for the State Board's consideration. Appended are: (1) Local School System Survey; (2) Web-Based Survey; (3) Analysis and recommendations regarding local school system policies and procedures relating to student discipline, suspensions, and expulsions; and (4) Written Testimony from Stakeholder Groups. (Contains 1 figure, 29 footnotes and 62 endnotes.)
The Fact Book: 2009-2010--A Statistical Handbook
Author: Maryland State Department of Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Statistical Data,Statistical Distributions,Accountability,Financial Support,State Programs,Technology Education,State Aid,School Statistics,Vocational Rehabilitation,Public Libraries,Student Transportation,Food Service,School Libraries,Special Education,Career Education,Test Results,School Demography

This publication presents Maryland State Department of Education's statistical information on the following areas: (1) Demographic Data; (2) Accountability Data; (3) Financial Data; (4) Special Populations; (5) Other Programs; and (6) General Information. This Fact Book contains the latest data available as of December 2, 2010.
Maryland's Achievements in Public Education, 2011
Author: Maryland State Department of Education
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Public Education,State Action,State Programs,Educational Assessment,Educational Indicators,Recognition (Achievement),Academic Achievement,Achievement Rating

This report presents Maryland's achievements in public education for 2011. Maryland's achievements include: (1) Maryland's public schools again ranked #1 in the nation in Education Week's 2011 Quality Counts annual report; (2) Maryland ranked 1st nationwide for a 3rd year in a row in the percentage of public school students scoring 3 or higher on at least one Advanced Placement (AP) exam; (3) Maryland ranked #1 for the second year in a row on Newsweek's America's Top Public High Schools List for the highest percentage of college-level courses being offered by high schools and taken by students; (4) The dropout rate fell to 2.5 percent in 2010, compared to 2.8 percent in 2009; (5) The state's 2010 graduates earned an average composite score of 22.3 on the ACT college admission and placement exam, up from 22.1 last year; (6) Maryland's Class of 2010 graduating seniors were offered $774 million in scholarship funding; (7) Maryland once again ranks 7th in the nation for the number of National Board Certified Teachers (NBCT); (8) The Maryland Principals Academy passed a major milestone in 2010; (9) The Maryland State Department of Education's (MSDE's) Division of Library Development and Services joined Maryland's libraries to celebrate 300,000 questions answered since 2003 by the librarians of Maryland &quot;AskUsNow!&quot;; (10) Maryland's state-funded &quot;prekindergarten program ranks 6th in the nation&quot; for percentage of children enrolled in the program; (11) In 2009, 78 percent of entering kindergartners were evaluated by their teachers as fully ready for school; and (12) Enrollment in Maryland's Project Lead The Way Biomedical Sciences and Engineering increased by 50 percent and 38 percent respectively from 2009 to 2010; (13) Maryland had the 2nd highest increase in the nation in summer nutrition program; and (14)  The Division of Rehabilitation Services (DORS) helped 1,075 people move from public benefits into employment.
Task Force Report on Social Studies Education in Maryland: The Challenge and the Imperative
Author: Maryland State Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Quality,Program Effectiveness,Professional Development,Social Studies,Research Committees,Planning Commissions,Change Strategies,Educational Change,School Schedules,Curriculum Development,Student Evaluation,Outreach Programs,Organizational Communication,Research Reports

In November 2004, State Superintendent of Schools Nancy S. Grasmick convened the Maryland Social Studies Task Force. The Task Force was charged with examining issues related to social studies education and recommending ways to improve social studies instruction in Maryland's public schools. The Task Force formed four Subcommittees, each examining an area critical to a high-quality education in social studies: (1) curriculum and instruction; (2) assessment; (3) teacher preparation and professional development; and (4) communication and outreach. At their core, the Task Force's nine recommendations are intended to stem the decline in time and attention afforded social studies in the classroom, and to position Maryland as a leader in effective social studies education. This paper includes six sections. Section I, National Perspective, outlines national trends in social studies education. Section II, Maryland Perspective, examines social studies instruction and achievement in Maryland. Section III, Curriculum and Instruction Subcommittee Report, outlines issues influencing the quantity and quality of social studies instruction in Maryland and offers recommendations to increase both. Section IV, Assessment Subcommittee Report, analyzes types of assessments, examines the pros and cons of social studies assessments and recommends an assessment approach for Maryland. Section V, Teacher Quality Subcommittee Report, examines the degree to which Maryland teachers are prepared to teach social studies and recommends improvements in the preparation and professional development offered them. Section VI, Communication and Outreach Subcommittee Report, discusses the public's perception of the quality and importance of social studies education and recommends ways to influence it. Footnotes are also included. (Contains 17 figures and 6 tables.)
Career and Technology Education: Educating Tomorrow's Workforce Today. Maryland High School Career and Technology Education Programs of Study. Second Edition
Author: Maryland State Department of Education
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: High Schools,Global Approach,Vocational Education,Technology Education,State Programs,Labor Force Development,Program Descriptions,Statewide Planning,Educational Assessment,Educational Policy,Intellectual Disciplines

Career Technology Education (CTE) provides high school and community college students an opportunity to pursue a sequential technical and academic program of study leading to advancement in a career field. High school CTE programs of study give students the opportunity to transition smoothly into further education or postsecondary education and to earn college credit and/or industry credentials in a career field of interest. Maryland leads the nation in the redesign of CTE programs as called for in the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006. The Maryland State Department of Education (MSDE) works closely with the Governors Workforce Investment Board (GWIB) to identify new programs in response to Maryland's workforce development needs and to ensure all CTE programs of study keep pace with industry expectations and prepare students for their next steps toward college and careers. Maryland CTE programs of study are statewide model programs designed to prepare high school students for the 21st Century's global economy and its rapidly changing workforce needs. All CTE programs are aligned to established academic and technical skill standards to ensure student preparation for college and careers. These programs also include work-based learning opportunities (e.g., internships, clinical experiences, or industry-mentored projects) tied to the student's area of interest. Upon completion of a Maryland CTE program of study, students also have the option to earn college credits and/or industry-recognized credentials such as certifications and licenses. The Maryland CTE programs of study outlined in this document serve as a resource for local school systems and their community college partners. The programs included in this document are MSDE-developed programs designed with state and national-level partners, are standardized across the state and include opportunities for state-wide professional development for teachers. For each Career Cluster, MSDE has identified several new Maryland CTE programs of study for development. Most of the programs listed have been completed and are offered throughout Maryland. However, several programs are currently under development. [This document was developed using funds authorized under the Carl D. Perkins Career and Technical Education Improvement Act of 2006, as amended by Public Law 109-270.]
A Parent's Guide: Maryland's Plan for PreK-12 Education, 2010-2011 School Year
Author: Maryland State Department of Education
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Parent Participation,Disabilities,Educational Quality,Public Education,Academic Achievement,Special Needs Students,Educational Legislation,Federal Legislation,Career Education,English (Second Language),Limited English Speaking,Testing Programs,Testing,State Standards,Academically Gifted,Special Education,Technology Education,Curriculum,Second Language Learning,Preschool Education,Elementary Secondary Education,Intervention,School Libraries

Maryland's 24 school systems have made great strides in improving public education from pre-kindergarten through high school to ensure children are getting a high-quality education. This guide provides information and online links, including: (1) Maryland's state testing and reporting processes; (2) Programs available to support student achievement; (3) Ways parents can be involved in their child's education; (4) Help for children with disabilities and special needs; and (5) Programs to help plan for a child's future. [This publication was funded by the IDEA Part B, Federal Grant Award # H027A090035 (CFDA 84.027A).]
Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Brief. Number 55
Author: Edgecombe, Nikki
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Evidence,Curriculum Design,Academic Achievement,Developmental Studies Programs,Remedial Instruction,Community Colleges,Mathematics Instruction,Reading Instruction,Literature Reviews,College Students,Acceleration (Education),Referral,Educational Innovation

Mounting evidence suggests that the traditional sequence of developmental education courses hinders community college students from entering college-level coursework and ultimately earning a credential. For example, using data from colleges participating in the Achieving the Dream initiative, an analysis by Bailey, Jeong, and Cho (2010) found that only 33% of students referred to developmental math and 46% of students referred to developmental reading completed their recommended course sequence within three years. Among students referred to the lowest levels of developmental education (or &quot;remediation&quot;; I use these terms interchangeably), only 17% of math students and 29% of reading students completed the entire sequence of three or more term-length courses. The traditional sequence of developmental courses undermines academic achievement in part because it has a multitude of exit points. Many students never enroll in the courses to which they are initially referred; others drop out between courses in the sequence. This has led a number of practitioners to experiment with restructuring the developmental sequence. Acceleration is an increasingly popular strategy for improving the outcomes of students referred to developmental education. Advocates of acceleration argue that a greater portion of students may complete remediation and succeed in college-level courses if colleges either help them complete requirements more quickly or enroll them in higher-level courses while providing effective academic support. This Brief, based on a longer literature review, explores the evidence on the effects of acceleration, describes different acceleration models that are used with developmental education students, and discusses ways of dealing with challenges involved in implementing acceleration strategies. [This Brief is based on &quot;Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30&quot; (ED516782).]
Taking the &quot;Next Great Step&quot; for Maryland Public Schools: State of Education Report, 2010
Author: Maryland State Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Assessment,Educational Change,Educational Development,Educational Indicators,State Action,Recognition (Achievement),Academic Achievement,Change Strategies,Improvement Programs,State Programs

Maryland public schools continue to pick up honors and receive recognition for the work going on in their classrooms. For the second straight year, Maryland's education system has been ranked as number one in the nation by &quot;Education Week&quot;, the nation's leading education publication. The &quot;College Board&quot; followed that up by ranking the State first in performance in the nation on the rigorous Advanced Placement program for the second consecutive year. The schools have also caught the eye of both Newsweek and USA Today for their remarkable achievements, and with good reason--for the seventh year in a row, all of Maryland's school systems registered improvements in 2009. This publication summarizes some of the many good things taking place in Maryland classrooms and the work being done by the state's educators. It also looks at where the schools are headed.