ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois Charter School Biennial Report. 2015-16 and 2016-17
Author: Illinois State Board of Education
Date: 2018-01-22
Type: Reports - Evaluative
Subjects: Charter Schools,Annual Reports,Educational Legislation,School Districts,Enrollment Trends,Enrollment,Elementary Secondary Education,School Closing,School Demography,Low Income Students,English Language Learners,Students with Disabilities,Comparative Analysis,Academic Achievement

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the &quot;Illinois Charter School Biennial Report,&quot; provides law and policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter Schools Law. This report will also include authorizer-specific information in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2013-2014 and 2014-2015 report, see ED618451.]
Illinois Charter School Biennial Report. 2013-2014 and 2014-2015
Author: Illinois State Board of Education
Date: 2016-01-13
Type: Reports - Evaluative
Subjects: Charter Schools,Annual Reports,Educational Legislation,School Districts,Enrollment Trends,Enrollment,Elementary Secondary Education,School Closing,School Demography,Low Income Students,English Language Learners,Students with Disabilities,Comparative Analysis,Academic Achievement

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. Known as the &quot;Illinois Charter School Biennial Report,&quot; this report provides law and policymakers, educators, and the general public with information regarding the state of the charter school sector. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter Schools Law. This report will also include authorizer-specific information in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses.
Generating Response-Specific Elaborated Feedback Using Long-Form Neural Question Answering
Author: Olney, Andrew M.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Error Patterns,Artificial Intelligence,Test Format,Natural Language Processing,Information Retrieval,Community Colleges,Two Year College Students,Mathematics,Definitions

In contrast to simple feedback, which provides students with the correct answer, elaborated feedback provides an explanation of the correct answer with respect to the student's error. Elaborated feedback is thus a challenge for AI in education systems because it requires dynamic explanations, which traditionally require logical reasoning and knowledge engineering to generate. This study presents an alternative approach that formulates elaborated feedback in terms of long-form question answering (LFQA). An off-the-shelf LFQA system was evaluated by human raters in a 2x2x2x2 ablation design that manipulated the context documents given to the LFQA model and the post-processing of model output. Results indicate that context manipulations improve performance but that postprocessing can have detrimental results. [This paper was published in: &quot;Proceedings of the Eighth ACM Conference on Learning @ Scale,&quot; 2021, pp. 27-36.]
Illinois Charter School Biennial Report. 2017-18, 2018-19
Author: Illinois State Board of Education
Date: 2020-01-20
Type: Reports - Evaluative
Subjects: Charter Schools,Annual Reports,Educational Legislation,School Districts,Enrollment Trends,Enrollment,Elementary Secondary Education,School Closing,School Demography,Low Income Students,English Language Learners,Students with Disabilities,Comparative Analysis,Academic Achievement,School Administration

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the Illinois Charter School Biennial Report, provides law and policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter School Law. This report also includes authorizer-specific information for each authorizer in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2015-16 and 2016-17 report, see ED618450.]
Illinois Charter School Biennial Report. 2019-2020, 2020-2021
Author: Illinois State Board of Education
Date: 2022-01-06
Type: Reports - Evaluative
Subjects: Charter Schools,Annual Reports,Educational Legislation,School Districts,Enrollment Trends,Enrollment,Elementary Secondary Education,School Closing,School Demography,Low Income Students,English Language Learners,Students with Disabilities,Comparative Analysis,Academic Achievement,COVID-19,Pandemics,Grants

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the Illinois Charter School Biennial Report, provides legislators, policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter Schools Law. This report also includes authorizer-specific information for each authorizer in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2017-18, 2018-19 report, see ED618453.]
Design Science Research: Developing and Evaluating a Financial Aid Analytics Software Application
Author: Perry, Chantel A.
Date: 2018-03-15
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Computer Software,Student Financial Aid,Data Analysis,Higher Education,Decision Making,Grants,Instructional Leadership,Feedback (Response),Administrator Attitudes,Student Characteristics,Resource Allocation,Information Systems,Student Records,State Aid

This study aims to develop a list of technological enhancements to a financial aid analytics application (F3A) designed to assist higher education leaders in gaining actionable insights for decision-making with grants optimization. This research utilizes the Design Science Research framework which highlights the design and evaluation of an IT artifact. A focus group of eight participants, mostly leadership at the Kentucky Higher Education Assistance Authority, gathered to view a demonstration of the software application and provide feedback. The study yielded a framework for designing, developing, and enhancing a financial aid optimization application. The analysis of the focus group feedback revealed areas for developers to consider when creating tools, like the F3A, which could progressively be used by higher education administrators in the financial aid sector. The key findings include; a simple and more intuitive user interface, customization of the tool's functionality based on the student population, the ability for the user to select student profiles, and a system with the underlying capability for obtaining new, or refreshing, data.
Comprehensive Strategic Plan for Elementary and Secondary Education. 2016 Progress Report
Author: Illinois State Board of Education
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,School District Autonomy,Competency Based Education,Community Involvement,School Readiness,Kindergarten,Reading Comprehension,Grade 3,Mathematics Achievement,Grade 5,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,School Safety

Public Act 93-1036 requires the Illinois State Board of Education (ISBE) to develop and maintain a continuing, five-year strategic plan for elementary and secondary education. The 2016 Comprehensive Strategic Plan is the agency's 12th such report. The first plan focused on ISBE's three primary goal areas: (1) enhancing literacy; (2) improving educator quality for all children; and (3) expanding data-driven management and school support practices. Since 2005, agency staff members revisit the plan each year to review the agency's accomplishments and to update and refine strategies to ensure every student in the state is prepared for success. During the 2015-16 school year, the State Board amended its strategic plan to create a new vision for public education, establishing a new mission and refocused goals. State Superintendent Smith identified five key areas of focus to guide the agency's initiatives and strategic goals going forward: (1) Funding: Establish an adequate and equitable education finance system; (2) Quality: Common definition of, and fair access to, quality education; (3) Autonomy: Maximize district autonomy to provide quality education to all families; (4) Competency: Encourage competency-based learning; and (5) Community: Districts and schools as centers of healthy communities. [This report was published by the Illinois State Board of Education's Public Information Division. For the 2015 report, see ED618510.]
Development of Children&apos;s Math Attitudes: Gender Differences, Key Socializers, and Intervention Approaches
Author: Levine, Susan C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Education,Student Attitudes,Socialization,Parent Child Relationship,Teacher Student Relationship,Sex Stereotypes,Intervention,Mathematics Achievement,Mathematics Anxiety,Self Concept,Elementary School Students,Positive Attitudes,Negative Attitudes,Models,Student Behavior

The relation of various math attitudes to math achievement has been extensively studied in adolescents and adults. Recently, researchers have begun to examine the math attitude-math achievement relation in young children. We review theories and research on four attitudes relevant to early math learning--math anxiety, math self-concept, mindset, and math-gender stereotype. These attitudes emerge and are related to math achievement by early elementary school. Our review suggests that early math achievement plays an important role in the initial development of either positive or negative math attitudes, which in turn, may initiate a vicious or virtuous cycle that can enhance or undermine math learning. Additionally, gender differences in math attitudes (favoring boys) emerge by early to mid-elementary school. An important future direction involves understanding how early attitudes about math relate to each other, and whether certain constellations of attitudes are prevalent. We also consider three types of math attitudes that key socializers--parents and teachers--hold: general (math-gender stereotypes and mindsets), self-relevant (math anxiety), and child-specific (expectations and value of math for their child or student). Our review highlights a link between key socializers' math attitudes and associated behaviors, and their children's math attitudes and math achievement. Based on these findings, we propose the Early Math Achievement-Attitude model (EMAA). An important future direction involves increasing our understanding of how key socializers with different math attitude constellations engage with children around math. Finally, based on our review of these topics as well as intervention studies, we discuss intervention approaches that hold promise for improving young children's math achievement and math attitudes.
&quot;I Hope I Make It&quot;: Alternative School Students&apos; Attendance and the Need for an Expanded Accountability
Author: Ewing, Eve L.
Date: 2021-07-22
Type: Reports - Research
Subjects: Nontraditional Education,Student Attitudes,Attendance,Attendance Patterns,Housing,Student Transportation,Sense of Community,Accountability,High School Students,Urban Schools,Student Experience,Financial Support,Disadvantaged Youth,Low Income Students,Student Needs,Caring

Few empirical studies describe the interior world of alternative school settings. We conducted semi-structured qualitative interviews with 11 alternative school students, discussing factors that contribute to absenteeism as well as the circumstances that led them to enroll in an alternative setting. We find that students' regular attendance is facilitated by: (1) stable housing; (2) a means of transportation to school; (3) feelings of belonging; and (4) flexible supports from staff. Given that two of these pertain to matters beyond the school, we argue for an &quot;expanded accountability,&quot; in which the language of &quot;accountability&quot; is broadened to encompass non-educational policymaking. [This is the online version of an article published in &quot;Urban Education.&quot;]
Numbers vs. Variables: The Effect of Symbols on Students&apos; Math Problem-Solving
Author: Chan, Jenny Yun-Chen
Date: 2021-00-00
Type: Journal Articles
Subjects: Symbols (Mathematics),Numbers,Middle School Students,Mathematics Instruction,Problem Solving,Algebra,Computation,Time,Urban Schools,Educational Technology,Technology Uses in Education

Numbers and variables often follow the same principles of arithmetic operations, yet numbers can be computed to a value whereas variables cannot. We examined the effect of symbols--numbers versus variables--on middle school students' problem-solving behaviors in a dynamic algebra notation system by presenting problems in numbers (e.g., 3+5-3) or variables (e.g., x+y-x). We found that compared to problems presented in numbers, students attempted the problems more times and took more total steps when the problems were presented in variables. We did not find differences in pre-solving pause time or strategy efficiency on the two types of problems, indicating that students might notice problem structure in both types of problems. The results have implications for research on cognitive processes of symbols as well as the design of educational technologies. [This paper was presented at the Annual Meeting of the Cognitive Science Society (2021).]
The Relationship between Training and Executive Charter School Leadership Practices
Author: Levine, Casandra Banks
Date: 2013-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Charter Schools,Correlation,Leadership Training,School Administration,School Choice,Measures (Individuals),Risk,Instructional Leadership,Competition,Enrollment Trends,Business,Administrator Effectiveness,Elementary Secondary Education,Educational Environment,Organizations (Groups),Leadership Styles,Administrator Behavior

The purpose of the study was to examine the business environment of charter schools in Washington, D.C. and determine whether or not there is a relationship between leadership training and the practices of executive leaders. Leadership training and executive practice is a long-standing inquiry in business research (Combs, 2007; Finkelstein, Campbell &amp; Whitehead, 2009; Hill &amp; Lineback, 2011; Hrebiniak, 2005; and Kouzes &amp; Posner 2007). Charter Management Organizations (CMOs) and independents represent 42% of the school aged population in Washington, D.C. with parents opting for charters as an alternative to struggling traditional public schools. Communities at the state and local level are encountering difficulty in identifying leaders with adequate training to keep pace with all of the proposed charter openings (Colorado Dept of Ed, 2011). A quantitative design obtained the opinions of executive charter school leaders on their leadership practices using the Leadership Practices Inventory (Kouzes &amp; Posner 2007). Utilizing descriptive statistics, T-Test, ANOVA, Person Correlation, and Pearson Chi Square, the results determined that there was an overall statistically significant relationship between training and leadership practices. A strong correlation was seen for participants who did and did not receive training and the degree to which they were willing to press on issues related to searching outside of formal boundaries and for taking risks when results were unknown. The findings also indicated that different types of data (more qualitative samples) would be necessary to extract deeper meaning to the chosen behaviors of executive leaders, given the highly complex nature of the charter school environment in Washington, D.C.
Male and Female Academics&apos; Perceptions of Gender and Hierarchy in the TESOL University Context
Author: Barrowcliffe, Paula Alcaraz
Date: 2019-07-00
Type: Dissertations/Theses
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Gender Bias,College Faculty,Women Faculty,Equal Opportunities (Jobs),Teacher Attitudes,Self Concept,Leadership Styles,Gender Differences,Teacher Role,Teacher Researchers,Teacher Qualifications,Faculty Mobility,Family Work Relationship

This study examines gender and hierarchies in the TESOL university context in Scotland by giving voice to male and female academics who work in this profession. In addition, it explores the distribution of roles in university TESOL departments as well as any career progression limitations for male and female academics working in this environment. Furthermore, it aims to understand the characteristics of a good department leader and any differences between men and female leadership styles. This study has been undertaken by lengthy and in-depth interviews with four academic participants; two male and two females in order to achieve a gender-balanced view on this topic. The researcher has been listening to their perceptions and reaching to conclusions. The study contributes to a growing discussion of TESOL and gender as it seems essential to analyse the situation in order to make changes in the current university system and accelerate the shift into a more gender-balanced, diverse and inclusive profession which has space for the 'outsiders'.
Empowering India through Open and Distance Learning: Breaking down Barriers, Building Partnership and Delivering Opportunities. Proceedings of XX IDEA Conference (20th, Chennai, Tamil Nadu, India, April 23-25, 2015)
Author: Lawrence, Arul A. S.
Date: 2015-04-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Open Education,Distance Education,Barriers,Partnerships in Education,Open Educational Resources,Educational Technology,Technology Uses in Education,Student Personnel Services,Muslims,Educational Legislation,Postsecondary Education,Radio,Faculty Development,College Credits,Womens Education,Internet,Inclusion,Students with Disabilities,Human Resources,Online Courses,Program Evaluation,Sanitary Facilities,Public Schools,Technology Transfer,Research,Values,Secondary School Teachers,Teacher Leadership,Student Rights,Best Practices,Telecommunications,Open Universities,Interaction,Access to Education,Equal Education,Teacher Role,Teacher Attitudes,Enrollment Trends,Technology Integration,Electronic Learning,Self Concept,Student Attitudes,Academic Achievement,College Students,Quality Assurance,Computer Simulation,School Culture,Models,Dropouts,Personal Autonomy,Emotional Intelligence,Blended Learning,Empowerment,Rural Schools,Elementary Education,Agricultural Education,Video Technology,Independent Study,Dropout Prevention,Computer Assisted Testing,Preservice Teachers,Technological Literacy,Cognitive Processes,School Business Relationship,Social Media,Institutional Cooperation,Vocational Education,Counselors,Instructional Materials,Teacher Education Programs,Data Collection,Data Analysis,Business Administration Education,Multimedia Instruction,Ethics,Knowledge Management,Insurance,Rural Areas,Cognitive Style,Social Sciences

The XX IDEA annual conference has been focused and reflected on different ways and means of meeting various kinds of methodological challenges, new technologies and multi-media developments, newly emerging partnerships and collaboration between emerging sectors on one hand and between the institutions functioning with similar objectives and individuals operating with identical responsibilities on the other hand. Serious debates on emerging issues regarding ODL were made at the XX IDEA conference. It was a fruitful event for the institutions and individuals who are already active in the field, those interested in learning more about the theoretical and practical considerations in the field as innovative change agents, and also for those who wish to enter the world of competence and planning to develop OL and DE programmes. [The proceedings were produced by the Indian Distance Education Association (IDEA).]