ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Measurement of School Climate Using Item Response Theory
Author: Lindstrom Johnson, Sarah
Date: 2019-00-00
Type: Reports - Research
Subjects: Item Response Theory,Educational Environment,Accountability,Educational Legislation,Federal Legislation,Elementary Secondary Education,Measurement Techniques,Institutional Characteristics,Secondary School Students,Test Items,Item Analysis,Academic Achievement,Institutional Evaluation,Secondary Schools

The United States government has become increasingly focused on school climate, as recently evidenced by its inclusion as an accountability indicator in the &quot;Every Student Succeeds Act&quot;. Yet, there remains considerable variability in both conceptualizing and measuring school climate. To better inform the research and practice related to school climate and its measurement, we leveraged item-response theory (IRT), a commonly used psychometric approach for the design of achievement assessments, to create a parsimonious measure of school climate that operates across varying individual characteristics. Students (n= 69,513) in 111 secondary schools completed a school climate assessment focused on three domains of climate (i.e., safety, engagement, environment), as defined by the U.S. Department of Education. Item and test characteristics were estimated using the 'mirt' package in R using unidimensional item response theory. Analyses revealed measurement difficulties that resulted in a greater ability to assess less favorable perspectives on school climate. Differential item functioning analyses indicated measurement differences based on student academic success. These findings support the development of a broad measure of school climate but also highlight the importance of work to ensure precision in measuring school climate, particularly when considering use as an accountability measure. [This paper was published in &quot;Educational Measurement: Issues and Practice&quot; v38 n4 2019 (EJ1236481).]
NCAA Read to the Final Four Literacy Competition, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-14
Type: Reports - Research
Subjects: Partnerships in Education,Grade 3,Elementary School Students,Reading Achievement,Reading Attitudes,Reading Motivation,Student Motivation,Competition,Time on Task,Self Efficacy,Goal Orientation,Reading Tests

The NCAA Read to the Final Four Literacy competition was initiated in a partnership between the Houston Independent School District (HISD), NCAA Team Works®, Houston NCAA Final Four Local Organizing Committee, Houston Public Library, the University of Houston, and CYCLE (Changing Young Children's Lives through Education). The competition was implemented in conjunction with the April 2016, NCAA Men's Basketball Final Four championship in Houston. HISD administrators selected 68 elementary-level campuses and all third-grade students at those campuses to compete across six rounds of reading. Campuses with the highest average number of reading minutes advanced to the next level of the competition. School selection was based on high enrollment of at-risk students and the school's commitment to the district's &quot;Literacy By 3&quot; initiative. The &quot;Literacy By 3&quot; initiative aims to help every child read on grade level by the end of third grade by 2020. This study measured the impact of the NCAA Read to the Final Four Literacy competition on students' academic performance and motivation. The study assessed reading achievement over time, considering the extent that reading was documented by students. Key findings include: (1) On the beginning-of-year ISIP™ Early Reading assessment, all students who competed in the competition tested below grade level. However, on the end-of-year assessment, students in the Final Four group achieved overall reading scores that were on grade level compared to students who were eliminated in other rounds of the competition; (2) Students' overall reading performance on the ISIP™ Español assessment revealed consistent growth from the beginning of the year to the end of the year. However, the largest gain in Spanish overall reading comprehension was among the Final Four student group over the time period; and (3) Relative to reading motivation and learning, Final Four students perceived higher levels of agreement on items measuring belief in their ability to perform the reading task, the extent that learning to read was influenced by the competition, and the extent that the environment influenced their motivation to read compared to students who were eliminated in other rounds.
Implementing an Adaptive Intelligent Tutoring System as an Instructional Supplement
Author: Phillips, Andrea
Date: 2020-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Program Implementation,Computer Software,Mathematics Skills,Algebra,Urban Schools,Individualized Instruction,Barriers,Blended Learning

Evidence is emerging that technology-based curricula and adaptive learning systems can personalize students' learning experiences and facilitate development of mathematical skills. Yet, evidence of efficacy in rigorous studies for these blended instructional models is mixed. These studies highlight challenges implementing the systems in classrooms, which may contribute to a lack of consistently positive effects on student learning. This article extends the literature by closely examining implementation models and dosage levels for a supplemental software, two gaps in existing research. It also investigates adherence to the core components of the software, and extent to which the supplement enabled personalized instruction. The study was conducted in 40 algebra I classes in an urban school district. Sixty-two percent of classes implemented models that integrated instructional modalities. There was mixed adherence to core components of the software in classes that used it. In the vast majority of classes (94%), software did not enable personalized instruction. Software and the existing curricula were largely independent and did not inform each other. Only one class implemented an integrated instructional model, adhered to the core design components of the software, and demonstrated high levels of personalized instruction. Findings identify implementation barriers and offer suggestions for future implementations and studies of technology-enabled personalization. [This paper will be published in &quot;Educational Technology Research and Development.&quot;]
A Paradigm for Understanding Adolescent Social Anxiety with Unfamiliar Peers: Conceptual Foundations and Directions for Future Research
Author: Cannon, Christopher J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Adolescents,Adolescent Attitudes,Psychological Patterns,Anxiety,Interpersonal Competence,Stranger Reactions,Social Behavior,Peer Relationship,Psychopathology,Therapy,Coping,Stress Variables,Inhibition,Evidence Based Practice,Outcomes of Treatment

Adolescents who experience social anxiety concerns often display symptoms and impairments when interacting with unfamiliar peers. For adolescent clients, reducing symptoms and impairments within these interactions comprises a key treatment target within exposure-based therapies for social anxiety. Recent work on mechanisms of change in exposure-based therapies highlights the need for therapeutic exposures to simulate real world manifestations of anxiety-provoking social situations. Yet, researchers encounter difficulty with gathering ecologically valid data about social interactions with unfamiliar peers. The lack of these data inhibits building an evidence base for understanding, assessing, and treating adolescent clients whose concerns manifest within these social interactions. Consequently, we developed a paradigm for understanding adolescent social anxiety within social interactions with unfamiliar peers. In this paradigm, we train peer confederates to interact with adolescents as if they were a same-age peer, within a battery of social interaction tasks that mimic key characteristics of therapeutic exposures. Leveraging experimental psychopathology and multi-modal assessment approaches, this paradigm allows for understanding core components of social interactions with unfamiliar peers relevant to exposure-based therapy, including stimuli variability, habituation, expectancy violations, peers' impressions about socially anxious adolescents, and maladaptive coping strategies that inhibit learning from exposures (e.g., safety behaviors). We detail the conceptual and empirical foundations of this paradigm, highlight important directions for future research, and report &quot;proof of concept&quot; data supporting these research directions. The Unfamiliar Peer Paradigm opens new doors for building a basic science that informs evidence-based services for social anxiety, within clinically-relevant contexts in adolescents' social worlds. [This paper was published in &quot;Clinical Child and Family Psychology Review.&quot;]
Basic Data for the Revised IDEA System. IDEA Technical Report No. 12
Author: Hoyt, Donald P.
Date: 2002-08-00
Type: Reports - Research
Subjects: Student Evaluation of Teacher Performance,College Students,Rating Scales,Test Reliability,Test Validity,Data,Scores,Regression (Statistics),Statistical Analysis,College Faculty

A revised version of the IDEA form for collecting student ratings of instructional processes and outcomes has been administered since the fall term of the 1998-99 school year. Results from all administrations of the device from August 1998, through August 2001, constitute the basic data of this report. A total of 122 institutions of higher education participated in the program during this time span; reports were prepared for 73,722 classes, of which 29,267 used the Short Form and 44,455 used the Diagnostic (long) Form. This report is organized into six parts: (1) Basic Data (including means, standard deviations, norms for types of institution, and inter-correlations of all items); (2) The Structure of the Ratings; (3) The Process of Adjusting Ratings; (4) Reliability; (5) Validity; and (6) Other Technical Questions.
The Engagement Revolution: A Study of Strategic Organizational Transformation in 10 California Arts Nonprofits
Author: Lee, Sarah
Date: 2017-10-00
Type: Reports - Research
Subjects: Art,Nonprofit Organizations,Organizational Change,Diversity,Change Strategies,Cultural Relevance,Community Relations,Community Involvement,Capacity Building

To stay relevant to changing communities, many arts organizations have been developing engagement programs--that is, programming designed to reach more and different people and involve them more actively in how art is made and experienced. While engagement efforts are often episodic or separate from an art organization's core programming, in late 2013 a group of 10 arts nonprofits across California set out to make engagement central to their identities as part of the New California Arts Fund [NCAF]. To do this, they pursued transformations in their programmatic, organizational, and business models. This evaluation documents their achievements and challenges, and provides considerations for arts organizations and funders interested in reaching ethnically diverse and/or low-income communities. [For the Evaluation Summary, see ED604068. The James Irvine Foundation commissioned Slover Linett Audience Research to design and conduct a multi-method evaluation of the NCAF experience of the initial 10 grantee-partners during the first three years of their participation in this initiative.]
Disciplinary Differences in Student Ratings. IDEA Technical Report No. 13
Author: Hoyt, Donald P.
Date: 2002-12-00
Type: Reports - Research
Subjects: Intellectual Disciplines,Student Evaluation of Teacher Performance,College Students,Behavioral Objectives,Teaching Methods,Student Characteristics,College Faculty,Course Content,Teacher Effectiveness,Differences

Participants in the IDEA student rating system frequently ask whether or not results differ significantly among disciplines. Do disciplines emphasize different objectives? Do their students report similar levels of progress on objectives selected by the instructor? Do teaching &quot;approaches&quot; differ across disciplines? Do specific disciplines enroll students with distinctive characteristics? All of these questions are of inherent interest; their answers could also have an important impact on the interpretation of results from the IDEA system. The purpose of this report is to examine such questions by analyzing data obtained by The IDEA Center from August 1998, through August 2001. Technical Report #12 describes this database more completely. This report is organized into the following sections: (1) Procedure; (2) Interpreting the Measures; (3) Format of the Report; (4) Limitations; and (5) Discipline Discussions. [For &quot;Basic Data for the Revised IDEA System. IDEA Technical Report No. 12,&quot; see ED604061.]
The Potential Uses of Television in Preschool Education. A Report to Carnegie Corporation of New York
Author: Cooney, Joan Ganz
Date: 2019-00-00
Type: Reports - Research
Subjects: Preschool Education,Audiences,Basic Skills,Disadvantaged Youth,Early Childhood Education,Educational Television,Language Skills,Preschool Children,Programming (Broadcast),Public Television,Television Research,Television Viewing,School Readiness,Mathematics Skills,Skill Development,Thinking Skills,Reading Skills,Age Differences,Parent Education

In 1966, Joan Ganz Cooney was a documentary producer at Channel 13 when Lloyd Morrisett, then Vice President at the Carnegie Corporation of New York, offered her an opportunity that would change the landscape of children's media forever. The Carnegie Corporation provided funding for a three-month study during which Joan traveled the country to interview early learning experts and children's television producers and filmmakers. Her report, &quot;The Potential Uses of Television for Preschool Education,&quot; became the blueprint for &quot;Sesame Street&quot; and Children's Television Workshop, and today it drives our efforts at the Joan Ganz Cooney Center at Sesame Workshop, a research and innovation lab she founded in 2007. We are grateful to Joan and Lloyd for their vision and leadership. We are pleased to share Joan Ganz Cooney's original, unedited report and hope you will find both food for thought and inspiration within these pages. [For the original report, see ED122803.]
Innovation and Impact: When Arts Organizations Take Risks. Concluding Evaluation of the Exploring Engagement Fund, 2012-2018
Author: James Irvine Foundation
Date: 2019-02-00
Type: Reports - Research
Subjects: Art,Nonprofit Organizations,Organizational Change,Diversity,Change Strategies,Cultural Relevance,Community Relations,Best Practices,Program Effectiveness,Grants,Community Involvement

The Exploring Engagement Fund was established with the belief that arts provide a distinct, powerful public benefit that helps create a vibrant, inclusive, and compassionate society. From 2012 to 2018, the Exploring Engagement Fund supported new approaches that these nonprofit arts organizations used to actively engage more diverse participants. Exploring Engagement Fund projects specifically focused on engaging people of color and low-income participants--two populations of particular interest to the Irvine Foundation because they are often underrepresented among typical nonprofit arts participants. Through project experiments, Irvine and its grantees saw and experienced important impacts while also learning valuable lessons about what it takes to engage diverse participants and the types of changes needed to do this work. This report was informed by project data provided by grantees, interviews with grantees, and review of grant reports. This concluding evaluation report on the Exploring Engagement Fund offers insights, best practices, and considerations for arts organizations and funders who prioritize engagement, diversity, equity, and inclusion. It draws on findings and conclusions from the experience of 113 arts nonprofits leading 119 projects intended to engage more people of color and low-income residents, from 2012 to 2018. [This report was written in partnership with Diane Espaldon. For the summary of this report, see ED604067. For the previous report, see &quot;Experiments in Arts Engagement: Case Studies. Real-World Examples and Practical Tips from the Exploring Engagement Fund&quot; (ED604011).]
Innovation and Impact: The Exploring Engagement Fund. Summary
Author: James Irvine Foundation
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Art,Nonprofit Organizations,Organizational Change,Diversity,Change Strategies,Cultural Relevance,Community Relations,Best Practices,Program Effectiveness,Grants,Community Involvement

From 2012 to 2018, the Exploring Engagement Fund of The James Irvine Foundation provided risk capital for more than 100 engagement projects conducted by California arts nonprofits. These organizations had innovative ideas and a readiness to take bold steps to engage groups often underrepresented among mainstream arts participants--specifically people of color and low-income residents. The Foundation's goal was to promote arts engagement for all Californians, with the belief that arts provide a distinct, powerful, and public benefit that helps create a vibrant, inclusive, and compassionate society. This goal also aligns with the intent of many California arts organizations to engage participants and artists who reflect the socioeconomic diversity of the state's population. This evaluation highlights the meaningful impact Exploring Engagement Fund projects had on participating community members, project partners, and the grantees themselves. It also confirms the original hypothesis of the initiative: Diverse participants are more likely to take part in more active forms of arts engagement. Further, it yields a rich set of insights, best practices, and considerations for nonprofit arts organizations and funders. [This report was written in partnership with Diane Espaldon. For the full report, see ED604066.]
The Engagement Revolution: Strategic Organizational Transformation in 10 California Arts Nonprofits. Evaluation Summary
Author: James Irvine Foundation
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Art,Nonprofit Organizations,Organizational Change,Diversity,Change Strategies,Cultural Relevance,Community Relations,Community Involvement,Capacity Building

While engagement programs are often episodic or separate from an art organization's core programming, in late 2013 a group of 10 arts nonprofits across California set out to make engagement central to their work. They aimed to transform their programmatic, organizational, and business models in ways that would improve and sustain their reach and relevance to ethnically diverse or low-income Californians. The organizations--a mix of museums, theater groups, multidisciplinary arts centers and presenters, and symphony orchestras--received three-year grants, totaling $8.9 million, as partners in the New California Arts Fund (NCAF) of The James Irvine Foundation. This document summarizes findings and implications identified by Slover Linett Audience Research in a 2017 evaluation of these NCAF grantee-partners. [For the full report, see ED604062. The James Irvine Foundation commissioned Slover Linett Audience Research to design and conduct a multi-method evaluation of the NCAF experience of the initial 10 grantee-partners during the first three years of their participation in this initiative.]
Screening in the Upper Elementary Grades: Identifying Fourth Grade Students At-Risk for Failing the State Reading Assessment
Author: Kent, Shawn C.
Date: 2019-00-00
Type: Reports - Research
Subjects: Screening Tests,Grade 4,Elementary School Students,At Risk Students,Academic Failure,Reading Tests,Predictive Validity,Accuracy,Classification,Performance Based Assessment,Reading Fluency,Reading Comprehension,Measures (Individuals),Disability Identification,Reading Difficulties,Computer Assisted Testing,Vocabulary Skills,Oral Reading,Reading Skills,Public Schools,Emergent Literacy,Achievement Tests,State Standards,Standardized Tests,Common Core State Standards

This study examined the predictive validity and classification accuracy of individual and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students were assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of fourth grade. For individual measures, a group-administered reading comprehension test exhibited the highest classification accuracy (74-80%) for both outcomes though no screener demonstrated optimal sensitivity and specificity levels. Using a multivariate approach, logistic regression results revealed minimal to no increase in classification accuracy over the single comprehension measure. ROC curve analyses determined local cut scores in order to maintain sensitivity constant at 0.90 which resulted in a large number of false positives. The implications and limitations of these findings for screening at the upper elementary level are discussed. [This paper was published in &quot;Assessment for Effective Intervention&quot; v44 p160-172 2019 (EJ1217221).]
Labor Market Outcomes for High School Career and Technical Education Participants: 2016. Data Point. NCES 2020-060
Author: Holzwart, Rachel
Date: 2020-04-00
Type: Reports - Research
Subjects: High School Graduates,Labor Market,Outcomes of Education,Vocational Education,Credits,Unemployment,Employment Patterns,Job Satisfaction,Wages,Fringe Benefits,Longitudinal Studies

This Data Point examines the early labor market outcomes of public high school students, focusing on graduates who earned different numbers of credits in career and technical education (CTE; see definition in figure notes). The Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 initially surveyed a national sample of grade 9 students in 2009, with follow-up surveys in 2012, 2013, and 2016, including a high school transcript collection in 2013. This analysis is based on HSLS:09 ninth-graders who graduated from public high schools by 2013 and were not enrolled in a postsecondary credential program in 2016.
Revisiting the Potential Uses of Media in Children&apos;s Education. Future of Childhood
Author: Berdik, Chris
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Television,Public Television,Educational Media,Technology Uses in Education,Educational Technology,Media Literacy,Privacy,Social Development,Emotional Development,Skill Development,Child Development,Adults,Role,Parent Role,Teacher Role,Scaffolding (Teaching Technique)

When &quot;Sesame Street&quot; launched in 1969, it was the first show to attempt to teach young children school-readiness skills with catchy songs and playful Muppets. Not only did it revolutionize the children's media landscape, the program sparked a love of learning among generations of children all over the world. For &quot;Revisiting the Potential Uses of Media for Children's Education,&quot; journalist Chris Berdik interviewed more than 20 experts from a range of fields, including developmental psychologists, educators, media historians, app developers, as well as education nonprofit leaders and funders, to understand some of the lessons that can be learned from the successes and failures of children's educational media over the past 50 years. Together, they explore what we must do to make the most of new technologies and the changing role of families and teachers, and grapple with questions about media, learning, and educational equity. We hope the insights shared in this paper will help inform and inspire a positive vision for the future, in which media and technology can be used to advance children's learning and healthy development.