ethanporcaro/eric-fulltext-meta huggingface dataset:
Considering Practical Uses of Advanced Placement® Information in College Admission. Research Note 2014-1
Author: Shaw, Emily J.
Date: 2014-00-00
Type: Reports - Research
Subjects: College Admission,Advanced Placement Programs,Grade Point Average,Predictive Validity,College Freshmen,High School Students,Scores,College Entrance Examinations,Statistical Analysis,Correlation,Student Characteristics,Racial Differences,Ethnic Groups,Gender Differences

The Study evaluated the predictive validity of various operationalizations of AP® Exam and course information that could be used to make college admission decisions. The incremental validity of different AP variables, above and beyond traditional admission measures such as SAT® and high school grade point average (HSGPA), in predicting first-year grade point average (FYGPA) was also explored. The AP variables examined included the following: the number of AP Exams a student took, the number of AP Exams a student took on which he or she received a score of 3 or higher, the proportion of the number of AP Exams the student took in relation to the number of AP courses offered at his or her high school, his or her average AP score, followed by the number of AP scores the student received that were greater than or equal to 3. With regard to the incremental validity of the different AP predictors above and beyond HSGPA and SAT scores to predict FYGPA, we found that the AP Average score variable produced the greater increment. This report discusses the practical implications of these results in using AP information, in addition to traditional admission measures to improve admission decisions. The following are appended: (1) Descriptive Statistics of Study Variables; (2) Subgroup Differences by AP Measures; (3) Raw and Corrected Correlations between Predictors and FYGPA; (4) Incremental Validity of AP Measures above and beyond SAT and HSGPA to Predict FYGPA; (5) Scatterplots of mean FYGPA by the six AP variables; and (6) Mean FYGPA by AP Average Score for all students with a HSGPA = 4.00 and SAT CR+M+W = 1800.
Development and Validation of Measures of Noncognitive College Student Potential. Research Report 2011-1
Author: Schmitt, Neal
Date: 2011-00-00
Type: Reports - Research
Subjects: College Students,Gender Differences,Ethnic Groups,Correlation,Grade Point Average,Achievement,Regression (Statistics),Meta Analysis,Student Attitudes,Student Behavior,Student Characteristics,College Admission,Admission Criteria,Predictor Variables,Cognitive Ability,Success,Scoring,Test Reliability,Rating Scales,Citizenship Responsibility,Intention,Likert Scales,College Entrance Examinations,Counseling,Cultural Influences

Noncognitive attributes as the researchers have measured them do correlate with college GPA, but the incremental validity associated with these measures is relatively small. The noncognitive measures are correlated with other valued dimensions of student performance beyond the achievement reflected in college grades. There were much smaller differences between males and females and ethnic subgroups compared to the differences displayed by cognitive predictors; use of a battery of admission tools that includes both sets or measures will usually result in a more demographically diverse student body at little or no decrement in average student performance. The following are appended: (1) Conceptual Definitions of Student Performance Dimensions Represented in the Biodata Scales, the SJT and the Self-Rating BARS Instrument; (2) Means, Standard Deviations and Intercorrelations between Measures of the Biodata Dimensions and SJI; (3) Comparison of Applicants to Incumbent Students in Previous Data Collection; (4) Correlations between Predictor and Outcome Variables (Combined Meta-analytically) in the 2004 and 2007 Samples and the Intercorrelations between the Outcomes; (5) Incremental Validity of Biodata and SJT: Hierarchical Regression Results; (6) Meta-analytic Findings for Subgroup Differences from Three Samples; (7) Demographic Composition: Percent of Ethnic Subgroups Admitted under Various Levels of Selectivity Using Composites of Cognitive or Both Cognitive and Noncognitive Measures; (8) Means and Standard Deviations of the Clusters on Attitudinal, Behavioral and Performance Outcomes; and (9) Profile of cognitive and noncognitive dimensions for the five clusters of students.
Concordance between SAT® I and ACT™ Scores for Individual Students. Research Notes. RN-07
Author: Schneider, Dianne
Date: 1999-06-00
Type: Reports - Research
Subjects: Individual Differences,Student Characteristics,Comparative Analysis,Scores,Standardized Tests,College Entrance Examinations,Equated Scores,Norm Referenced Tests,Tables (Data),Guidelines

This paper describes how results on the ACT and SAT I can be compared through statistical linking procedures.
Evaluating the Appropriateness of the SAT® I: Reasoning Test for Seventh and Eighth Graders. Research Notes. RN-12
Author: Wendler, Cathy
Date: 2001-12-00
Type: Reports - Research
Subjects: Grade 7,Grade 8,Cognitive Tests,Test Validity,Talent Identification,Standardized Tests,College Entrance Examinations,Gender Differences,Racial Differences,Cohort Analysis,Verbal Tests,Mathematics Tests,Academic Achievement

The SAT is designed to measure the verbal and math reasoning abilities of high school juniors and seniors. These abilities develop over a long period of time and are independent of a particular school curriculum. The performance of seventh and eighth graders on the SAT is amazing, especially when considering their age. Although these students do, on average, perform slightly less well than students belonging to the group for whom the test is designed, many of them score as well as, or better than, many high school students. The use of the SAT by talent identification programs does not seem to penalize students who choose to take the test. For many talent identification programs, the SAT provides an additional mechanism to identify, guide, and reward young students who have exceptional academic talent.
School Policies and Practices at Upper Secondary Schools in Turkey According to PISA 2009 Data
Author: Ozmusul, Mustafa
Date: 2013-12-01
Type: Journal Articles
Subjects: School Policy,Educational Practices,Secondary Schools,Principals,Questionnaires,Administrator Attitudes,Ability Grouping,Grouping (Instructional Purposes),Transfer Policy,Information Utilization,Progress Monitoring,Teacher Evaluation,Administrator Evaluation,Foreign Countries

In this study, the question &quot;According to PISA 2009 data, what is the situation of the school policies and practices at upper secondary schools in Turkey?&quot; was answered. Study group included 150 principals at upper secondary schools, which were taken into PISA 2009 Turkey sample. The data related to school policies and practices used in this study were derived from OECD database of which were the responses of school principals to the questions placed in the part F of the PISA 2009 school questionnaire. The dimensions of study are as follows: The considered factors in admitting students to school; grouping students; the reasons for transferring students; using assessment of student data in declaration/transparency and monitoring-developing; the methods for monitoring the practice of teachers; using assessment of student data in evaluation of teachers' and principal's performance. Using data from the PISA 2009, the findings suggest that equity is not taken sufficiently into account for school policies and practices, and administrative accountability is used predominantly rather than professional accountability.
Where American Indian Students Go to School: Enrollment in Seven Central Region States. REL 2016-113
Author: Apthorp, Helen S.
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: American Indian Students,Enrollment,School Location,American Indian Languages,American Indian Education,Public Schools,Rural Schools

This report provides descriptive information about the location and native language use of schools in the REL Central Region with high enrollment of American Indian students, whether Bureau of Indian Education schools or non-Bureau of Indian Education high-density American Indian schools (schools with 25 percent or more American Indian student enrollment). Of the 208 schools with high American Indian student enrollment (33 BIE and 173 HDAI schools), 83% are located in the region's rural areas. The schools located in counties with the highest concentration of Native North American language speakers are in South Dakota, Wyoming, and Colorado.
An Educator's Guide to Questionnaire Development. REL 2016-108
Author: Harlacher, Jason
Date: 2016-01-00
Type: Guides - Non-Classroom
Subjects: Questionnaires,Test Construction,Student Surveys,Teacher Surveys,Parent Surveys,Test Format,Test Items,Test Content,Objectives

Educators have many decisions to make and it's important that they have the right data to inform those decisions and access to questionnaires that can gather that data. This guide, developed by REL Central and based on work done through separate projects with the Wyoming Office of Public Instruction and the Nebraska Department of Education, provides educators with a process for developing questionnaires. Principals, superintendents, state-level personnel, or other school or district personnel can use this guide when they need to make a decision about an education policy or practice but (1) lack the information needed to make that decision and (2) lack a preexisting questionnaire that can be used to gather the information. This guide can help these educators collect information about attitudes, perceptions, or factual information to inform their decisions.
Correspondences between ACT[superscript TM] and SAT[superscript R] I Scores. College Board Report No. 99-1. ETS RR No. 99-2
Author: Dorans, Neil J.
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Scores,Standardized Tests,Prediction,Scaling,Equated Scores,Correlation,College Admission,Reading Skills,English,Science Process Skills,Verbal Ability,Mathematics Skills

Correspondences between ACT[superscript TM] and SAT[superscript R] I scores are presented from a conceptual framework that distinguishes among three kinds of correspondences, namely, equating, scaling, and prediction. Construct similarity plays an important role in determining the nature and degree of correspondence that can be achieved. This report also maintains that statistical indices in conjunction with rational considerations are needed to determine whether the highest level of correspondence attainable between scores from two admission tests is the conceptual and statistical exchangeability sought by equating, the distributional similarity achieved by scaling, or the association attained by prediction. Relationships among the different scales of the ACT and SAT I are described in the context of the conceptual framework developed herein. Sums of scores, composites of scores, and individual scores are examined. Different types of correspondences between different sets of scores from these two admission tests are amenable to different interpretations.
Developing a Portfolio Assessment: Pacesetter® Spanish. Report No. 99-2
Author: Fercsey, Andrea
Date: 1999-00-00
Type: Reports - Research
Subjects: Portfolio Assessment,Spanish,Reliability,Validity,Scoring Rubrics,Guidelines,Second Language Learning,Language Teachers,Secondary School Teachers,High Schools

Portfolios are one of the assessment tools used in Pacesetter® Spanish. In Phase I of this study, conducted in 1995-96, a first attempt was made to develop a standardized portfolio assessment system. As part of this system, a set of guidelines and an assessment matrix were prepared. In Phase II of our research, in consultation with participating teachers, a revised set of guidelines and a revised assessment matrix were distributed to all schools implementing the Pacesetter Spanish course in 1997. A new set of benchmark portfolios was identified, and a set of sample portfolios was prepared for use in subsequent professional development sessions for Pacesetter Spanish teachers. In general, the results of our findings are encouraging. Initiating national and/or regional portfolio scoring sessions would greatly enhance the validity and reliability of the portfolio component as an integral part of the Pacesetter Spanish program. The following are appended: (1) Draft Cover Sheet: Pacesetter Spanish Portfolio Assessment; (2) Assessment Matrix; (3) Student Scoring Sheet Form; (4) Portfolio Score Tables; (5) Transcription of Comments Written in Scoring Sheets; (6) Preparation for Portfolio Assessment Scoring Sessions; (7) Cover Sheet: Pacesetter Spanish Portfolio Assessment; (8) Scoring Rubrics for Each Aspect of the Portfolio Assessment System; and (9) Rater Comments about Rubrics and Portfolios.
Group Differences in Standardized Testing and Social Stratification. Report No. 99-5
Author: Camara, Wayne J.
Date: 1999-00-00
Type: Reports - Research
Subjects: Standardized Tests,Social Stratification,Differences,Scores,Racial Differences,Socioeconomic Status,College Entrance Examinations,Advanced Placement Programs,Achievement Tests,Grades (Scholastic),Grade Point Average,Graduation Rate,Class Rank,Academic Achievement,Comparative Analysis,Outcomes of Education,Educational Attainment,Graduate Study,Medical Schools,National Competency Tests,Law Schools,High School Students,College Students

Group differences among ethnic and racial groups on a series of educational measures and outcomes are examined. African-American and Hispanic students perform substantially lower than white and Asian students on the SAT I. These substantial differences also exist on a variety of other admissions tests used for undergraduate, graduate, and professional programs. Similar differences are found on national testing programs such as NAEP and NELS, as well as on a variety of performance assessments. These results are consistent with differences in high school grades, the rigor and intensity of high school curriculum, college performance, and graduation among these groups. Differences in socioeconomic status (e.g., parental education and family income) are examined across these measures within and across ethnic and racial groups, and account for a large portion of the group differences found across these educational measures and outcomes. The report provides a comparison of group differences across a variety of measures and discusses the impact of social stratification and academic preparation on these differences. An appendix contains additional tables and figures.
Comparing Essays Written under Different Timing Conditions. Research Summary. RS-08
Author: Camara, Wayne J.
Date: 2003-03-00
Type: Reports - Evaluative
Subjects: Essays,Comparative Analysis,Writing Tests,Timed Tests,Test Reliability,Test Validity,Difficulty Level,College Entrance Examinations,Graduate Study,Language Tests,English (Second Language),Second Language Learning

Previous research on differences in the reliability, validity, and difficulty of essay tests given under different timing conditions has indicated that giving examinees more time to complete an essay may raise their scores to a certain extent, but does not change the meaning of those scores, or the rank ordering of students. There is no evidence suggesting that giving less time to complete an essay advantages or disadvantages any particular ethnic or language sub-group, or ability level.
College Persistence, Graduation, and Remediation. Research Summary. RS-09
Author: Camara, Wayne J.
Date: 2003-03-00
Type: Reports - Research
Subjects: Academic Persistence,Educational Research,School Statistics,Educational Attainment,Remedial Instruction,Data Interpretation,Barriers,Enrollment Rate,Bachelors Degrees,College Preparation,Graduation Rate,First Generation College Students,Ethnicity,Racial Differences

This research describes data on college persistence, educational attainment, and remediation, and explains the difficulty in interpreting this data.
High School Grading Policies. Research Notes. RN-04
Author: Camara, Wayne J.
Date: 1998-05-00
Type: Reports - Research
Subjects: High Schools,Grading,School Policy,School Surveys,Educational Practices,Scoring Formulas,College Entrance Examinations

To obtain information on current high school grading policies, additional questions were included on the College Board's High School Profile in 1997. Results of the survey provide insight into the following grading policies across high schools: a large majority of schools (91 percent) use the traditional grading system A-F, or numeric grades; 92.2 percent use the same grading system for all academic courses; 90.1 percent report GPA; and 81.3 percent calculate a high school class rank. However, even with the high agreement on these general grading practices, a substantial number and proportion of schools (between 8 and 19 percent) do vary from the majority on one or more of these standard grading issues, which raises a number of concerns regarding the comparability of grading practices, and the comparability of grades, across schools and districts.
Coaching and the SAT® I. Research Notes. RN-06
Author: Powers, Donald E.
Date: 1999-04-00
Type: Reports - Research
Subjects: Coaching (Performance),Aptitude Tests,Test Preparation,Scores,Achievement Gains,Program Effectiveness,Instructional Design,Tutorial Programs,Statistical Analysis,Outcomes of Education,College Entrance Examinations

The relationship between coaching and subsequent performance on the SAT I is a complex issue. Overall, anecdotal reports from one or two students and even studies that gauge the effects of coaching by examining the score gains for students who have enrolled in these programs are highly misleading and will not present an accurate picture of the true effects of coaching. Collectively, these studies indicate that coaching does have some benefit. However, though consistent, the effect is small. A typical student enrolling in a formal test preparation program can expect a total score gain of between 25 to 32 total points on the verbal and math sections beyond what they could expect to gain without attending such a program.
Promoting Reflective Thinking Skills by Using Web 2.0 Application
Author: Abdullah, Mohamed
Date: 2015-00-00
Type: Reports - Research
Subjects: Reflection,Thinking Skills,Skill Development,Web 2.0 Technologies,Higher Education,Teaching Methods,Internet,Portfolios (Background Materials),Electronic Publishing,Computer Oriented Programs,Documentation,Action Research,Questionnaires

The study aims to investigate are using Web 2.0 applications promoting reflective thinking skills for higher education student in faculty for education. Although the literature reveals that technology integration is a trend in higher education and researchers and educators have increasingly shared their ideas and examples of implementations of Web 2.0 applications in educational domains, few studies have focused on what happened in the mind when we use Web 2.0 applications as effective teaching and learning tools. This study focused on the impact of the use of Web 2.0 (Google Application) (sites applications, drive, Picasa) through the production of (web folio) on the internet and studies the relationship between creating web portfolio and reflective thinking skills. Results show that the students have improved their skills in reflective thinking. The following are appended: (1) the Questionnaire for Reflective Thinking; and (2) The wording of items within each scale.
Primary Sources: America's Teachers on Teaching in an Era of Change. Third Edition
Author: Bill and Melinda Gates Foundation
Date: 2013-00-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Surveys,Teacher Attitudes,Educational Change,Common Core State Standards,Teacher Evaluation,Correlation,National Surveys,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Teacher Collaboration,Parent Teacher Cooperation

This third edition of &quot;Primary Sources&quot; represents a joint project of Scholastic and the Bill &amp; Melinda Gates Foundation. It reports the views of more than 20,000 public school teachers on important issues related to their profession. Fielded in July 2013, the survey asks teachers about their motivation, new learning standards, teacher evaluations, how they collaborate within and beyond school walls and how they are using technology. The goal of &quot;Primary Sources&quot; is to place teachers' voices at the center of the conversation on education by sharing their thoughts and opinions with policymakers, the media, the field of education and the public. This year's report seeks to: (1) Showcase the daily work and challenges of teachers in an era of change and provide insights into their perspectives on their work, craft and students; (2) Explore teachers' views on the Common Core State Standards; (3) Identify how teacher evaluations can be most helpful to teachers' growth and practice as evaluation systems evolve; and (4) Display how teachers seek to connect with peers, parents and communities to ensure student success. As was the case with the previous two editions of &quot;Primary Sources&quot; (2009, 2011), the results of this survey demonstrate teachers' commitment to student success. A key finding from this research is the strong correlation between teachers' job satisfaction and feeling that their voices are heard. This report is offered as a resource to bring teachers' voices directly to administrators, district leaders, union leaders, legislators, parents and education advocates. Two appendices are included: (1) Full Survey Results; and (2) Common Core State Standards Data By Total in CCSS Adoption States, Grade Level and Subjects Taught. [For a 2014 update to this report, see ED562670.]
Florida SpringBoard® Schools Efficacy Study. Statistical Report 2015-1
Author: Niu, Sunny
Date: 2015-00-00
Type: Reports - Research
Subjects: Language Arts,English Curriculum,Effective Schools Research,Comparative Analysis,Advanced Placement Programs,Social Sciences,Academic Achievement,Cutting Scores,Racial Differences,First Generation College Students,School Statistics,School Effectiveness,High School Students,Middle School Students

In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA only subjects. AP performance was defined as the percentage of students among graduating seniors scoring 3 or higher in at least one AP Exam. We report comparison results for all students in schools, and for three subgroups--black, Hispanic, and first-generation college-going students. For middle schools, the outcome examined was school-level FCAT reading scores among eighth-graders.