ethanporcaro/eric-fulltext-meta huggingface dataset:
International Higher Education Rankings: Why No Country&apos;s Higher Education System Can Be the Best
Author: Delisle, Jason D.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Reputation,Institutional Evaluation,Comparative Education,Cross Cultural Studies,Educational Policy,Foreign Countries,Developing Nations,Budgets,Educational Finance,Tuition,Student Financial Aid,Universities,Economic Development,Educational Resources,Educational Attainment,Federal Aid,Expenditure per Student,College Students

By international standards, American colleges charge high tuition, and students must often take out loans to cover the cost of their higher education. This has prompted many to wonder why the United States cannot copy the higher education policies of certain other rich countries, such as Finland, where students at public universities pay zero tuition thanks to a heavy government subsidy. This report compares the United States to 34 other developed countries, all members of the Organisation for Economic Co-operation and Development, and illustrates how these nations navigate the trade-offs between the various qualities policymakers and the public would like to see in their higher education system. While the analysis in this report cannot establish a causal relationship between these different qualities of higher education systems, the findings are consistent with a world in which government higher education regimes face budget constraints. While this report does not take a position on how countries should design their university systems, thinking about higher education policy in the context of the trade-offs illustrated in this report will help policymakers craft higher education systems that best reflect their priorities and their citizens' values.
Practice Outpacing Policy? Credit Recovery in American School Districts
Author: Malkus, Nat
Date: 2019-11-00
Type: Reports - Research
Subjects: Repetition,Required Courses,High Schools,School Districts,Board of Education Policy,Grades (Scholastic),Educational Quality,Public Schools,College Athletics,Athletes,Eligibility,Summer Programs

In recent years, many journalistic exposés and research reports have raised concerns about the quality of credit recovery programs, which are available in about 75 percent of US high schools and serve about 6 percent of students. Stories relay how schools from Los Angeles to Washington, DC, have used the system of makeup courses to boost graduation rates, and some have even reported having separate requirements for student-athletes seeking National Collegiate Athletic Association scholarships. Among these reports, however, are often lapses in details about the actual district policies governing credit recovery. The purpose of this report is to take a closer look at credit recovery policies in American public school districts across the country. The research team contacted a nationally representative sample of 200 districts that had high participation rates of credit recovery in the spring and summer of 2019 and asked questions about the policies governing their credit recovery programs. This data collection, which yielded an 84 percent response rate, found that 95 percent of responding districts offer credit recovery online and 87 percent offer it year-round. Over half (54 percent) do not require failing grades to participate, and 51 percent replace the original grade with the credit recovery grade. To prevent credit recovery from doing more harm than good, districts need to establish clear policies focused on increasing rigor rather than just flexibility. By taking a stronger stand on rigorous credit recovery policies, districts have a better chance of ensuring these programs provide quality instruction, not just an easy ticket to graduation.
Overcoming the Challenges Facing Innovative Learning Models in K-12 Education: Lessons from Teach to One
Author: Rose, Joel
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Innovation,Individualized Instruction,Mathematics Instruction,Models,Accountability,Barriers,Administrator Role,Instructional Materials,Educational Policy

In this report, Joel Rose describes his experience leading a nonprofit organization called New Classrooms Innovation Partners that works to develop a more modern and impactful classroom experience. New Classrooms developed an innovative learning model called &quot;Teach to One: Math&quot; that integrates live, collaborative, and independent learning in ways that enable personalized instruction for each student, each day. In developing this model, Rose learned how crucial it is to integrate academic expertise, operational prowess, and technological know-how into the model's design. He also also learned that no matter how strong the design, it is equally essential to work with enthusiastic school partners that serve as early adopters. Based on lessons learned from the Teach to One model, Rose addresses a fundamental paradox in K-12 innovation: Meaningful improvements to student outcomes require learning models that challenge the basic constructs of how classrooms operate--and yet, the more new education models do so, the harder they become for schools to adopt. Rose goes on to examine four reasons America's K-12 schools tend to resist efforts to redesign the classroom. He concludes that creating space for innovation in accountability policy, catalyzing investment to develop promising models, expanding ways to support early adopters of new learning models, and removing barriers to procurement are key to giving new models a chance to deliver for America's kids.
Why Aren&apos;t Teachers Using the Resources Companies Sell to Their Districts?
Author: Arnett, Thomas
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Educational Resources,Teaching Methods,Teacher Behavior,Teacher Effectiveness,School Districts,Teacher Motivation,Adoption (Ideas)

How districts procure instructional resources often leaves teachers disconnected from what gets purchased, what is actually needed, and what gets used. One way to understand why teachers do or do not adopt certain resources is through Clayton Christensen's &quot;Jobs to Be Done&quot; theory. Teachers commit to employing a resource when they perceive that doing so will accomplish one of at least two potential Jobs to Be Done: (1) enhance their current practices to help them engage and challenge students; or (2) signal to administrators that they are in line with their school's new initiative. Teachers who expect a resource to fulfill the first of these jobs tend to use the resource more faithfully than do their peers with the latter perspective. This report explains the Jobs to Be Done Theory, discusses how Jobs to Be Done motivates teachers, and debunks common myths about adopting the Jobs to Be Done methodology. The report also offers examples of how to translate Jobs to Be Done research into practice.
Pell Grant Mission Creep: How a Federal Program for Low-Income Families Expanded to the Middle Class
Author: Delisle, Jason D.
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Federal Programs,Low Income Students,Paying for College,College Students,Middle Class,Educational Policy,Eligibility,Family Income,Educational Trends,Trend Analysis

The federal Pell Grant was designed to help low-income students pay for college. But over the past two decades, a growing share of middle-income students have become eligible for the program. This was not policymakers' explicit goal. This report examines how the program came to increasingly provide students from middle-income families with grants, particularly those earning between $50,000 and $60,000, focusing on changes that occurred between the 1995-96 and 2018-19 academic years. It concludes with recommendations for policymakers to improve the targeting of the Pell Grant program.
Cognitive Correlates of Listening Comprehension
Author: Kim, Young-Suk
Date: 2014-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Oral Language,Inhibition,Theory of Mind,Vocabulary,Age Differences,Kindergarten,Grade 1,Elementary School Students,Poverty,Structural Equation Models,Cognitive Processes

In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high-poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills (inhibitory control, theory of mind, and comprehension monitoring) were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension. [This article was published in &quot;Reading Research Quarterly&quot; (EJ1031433).]
15 Tips for Identifying Gifted EL Students from the National Center for Research on Gifted Education
Author: National Center for Research on Gifted Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Talent Identification,Screening Tests,Culture Fair Tests,Language Skills,Nonverbal Ability,Native Language,Testing,Skill Development,Outreach Programs,Cooperative Planning,Committees,Professional Development,English Language Learners

We provide recommendation for identifying EL students who are gifted and talented. We based these recommendations on interviews researchers from the National Center for Research on Gifted Education conducted in 16 schools across 3 states that successfully identified EL students for their gifted program.
Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition
Author: Kim, Young-Suk
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Gender Differences,Curriculum Based Assessment,Scoring,Scores,Elementary School Students,Grade 2,Grade 3,Factor Analysis,Hierarchical Linear Modeling,Writing Evaluation,Writing Skills,Writing Improvement,Predictor Variables,Productivity,Oral Language,Reading Skills,Spelling,Alphabets,Handwriting,Accuracy,Attention,Task Analysis,Writing Tests,Achievement Tests

We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from 2nd- and 3rd-grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs but that writing quality and CBM scoring were highly related (r = 0.82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1055888).]
Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
Author: Kim, Young-Suk
Date: 2015-06-00
Type: Journal Articles
Subjects: Socioeconomic Status,Language Impairments,Speech Impairments,Child Development,Writing (Composition),Vocabulary,Writing Skills,Productivity,Scores,Longitudinal Studies,Grade 1,Elementary School Students,At Risk Students,Poverty,Response to Intervention,Intervention,Decoding (Reading),Prompting,Expressive Language,Spelling,Orthographic Symbols,Reading Comprehension,Student Characteristics,Achievement Tests

We examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed. [This paper was published in &quot;Elementary School Journal&quot; (EJ1068973).]
Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading, Transcription, and Oral Language
Author: Kent, Shawn
Date: 2014-00-00
Type: Journal Articles
Subjects: Oral Language,Attention Control,Kindergarten,Elementary School Students,Role,Writing (Composition),Models,Writing Skills,Skill Development,Cognitive Ability,Writing Instruction,Spelling,Handwriting,Alphabets,Correlation,Prediction

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. [This article was published in &quot;Reading and Writing&quot; (EJ1039045).]
What Will They Learn? A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities, 2019-2020
Author: Pidluzny, Jonathan
Date: 2019-00-00
Type: Reports - Research
Subjects: Core Curriculum,College Curriculum,Liberal Arts,Public Colleges,Private Colleges,Writing (Composition),Literature,Second Languages,United States Government (Course),United States History,Economics Education,History Instruction,College Mathematics,College Science,Natural Sciences,Educational Quality,Required Courses,General Education,Fees,Graduation Rate,Tuition

In the United States, colleges and universities have traditionally undertaken the important task of preparing citizens to participate fully and effectively in the civic, political, and economic spheres of the republican system. They have done so by joining a general education curriculum--common to all students--to an area of specialized knowledge, a major or concentration designed to prepare graduates for a specific profession. The survey evaluates every four-year public university with a stated liberal arts mission as well as hundreds of private colleges and universities selected on the basis of size, mission, and regional representation. All schools in the study are regionally accredited, nonprofit institutions. Combined, the over 1,100 institutions in the study enroll nearly eight million students, more than two-thirds of all students enrolled in four-year liberal arts schools nationwide. The American Council of Trustees and Alumni's curricular research team examined the undergraduate catalogs and other publicly available materials of over 1,100 colleges and universities to assess academic requirements. [For the 2018 report, see ED592064.]
Borrower Terms and Benefits Are Easily Mistaken for Loan Servicing Errors in Federal Student Loan Program. Statement before the House Committee on Financial Services on a $1.5 Trillion Crisis: Protecting Student Borrowers and Holding Student Loan Servicers Accountable
Author: Delisle, Jason D.
Date: 2019-09-10
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Programs,Loan Repayment,Federal Legislation,Federal Regulation,Problems,Services,Misconceptions

Americans are anxious about rapidly rising levels of student debt. They wonder whether payments are affordable and if financing college with debt will pay off in the end. But recent news suggest another issue is increasingly on borrower's minds: bad customer service and shoddy advice during loan repayment. This can leave borrowers feeling confused or cheated, and it can even lead them to incur additional costs. There is, however a risk in automatically blaming loan servicing companies over concerns that borrowers are being treated unfairly. The perceived mistreatment may actually be result of the design of the loan program itself, not in how loans are serviced. In such cases, Congress and the U.S. Department of Education are responsible for the problem--and the solution. This testimony will focus on this important distinction. To that end, the author will outline a number of ways in which features of the federal student loan program--all of which are set in statute and regulation--can confuse and frustrate borrowers and even leave them feeling cheated. To the borrower, it often appears that loan servicers designed these problematic policies and practices when in fact lawmakers are often to blame. The matter is further complicated by the fact that these loan policies and mandated servicing practices are meant to benefit borrowers. That makes fixing the program challenging, since almost any reform aimed at improving the system could reduce benefits for borrowers.
Kindergarten Predictors of Third Grade Writing
Author: Kim, Young-Suk
Date: 2015-00-00
Type: Journal Articles
Subjects: Kindergarten,Predictor Variables,Elementary School Students,Grade 3,Writing Skills,Oral Language,Reading Skills,Attention,Spelling,Expository Writing,Handwriting

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N=157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks -- one narrative and two expository prompts. Children's written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letterwriting automaticity were not independently related towriting quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
The Surprising Role of High-Income Families in Student Debt Trends: Examining Undergraduate Borrowing by Income, 1995-96 to 2015-16
Author: Delisle, Jason D.
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Family Income,Student Financial Aid,Debt (Financial),Student Characteristics,Educational Finance,Higher Education,Undergraduate Students,Role,Advantaged,Low Income,Comparative Analysis,Loan Repayment,Educational Attainment,Certification,Bachelors Degrees,Trend Analysis,Educational Trends

Observers from across the ideological spectrum argue that the US is in the midst of a student debt crisis. This report takes an approach to understanding who holds student debt by examining borrowers' characteristics when the loans were originated. To help fill a void in the research, this analysis focuses on borrowing patterns among students who enrolled in an institution of higher education in the 1995-96 and 2015-16 academic years. (It includes data points for the intervening years in an appendix.) The analysis is limited to two main statistics for undergraduates by family income: the share of students who took on debt and the amount they borrowed.
Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes. CCRC Working Paper No. 116
Author: Liu, Vivian Yuen Ting
Date: 2019-12-00
Type: Reports - Research
Subjects: Outcomes of Education,Dual Enrollment,Community Colleges,Two Year College Students,Peer Influence,Academic Achievement,Academic Persistence,Repetition,Grade Point Average

Nationally, 15% of first-time community college students were high school students taking college coursework through dual enrollment (DE) in the fall of 2010, and the percentage has risen since then. The growing numbers of DE students at community colleges raises concerns about how high school peers might influence traditionally aged college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers influences non-DE enrollees' performance in college courses. Focusing on entry-level (or gateway) math and English courses and employing a two-way fixed effects model, we find that non-DE college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition and lower subject persistence.
Dual Enrollment Access: What Is the Issue, and Why Does It Matter? Policy Snapshot
Author: Pompelia, Sarah
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Credits,State Legislation,Costs,Barriers,Access to Education,Eligibility,Teacher Qualifications

Dual enrollment programs allow students to earn high school and college credit simultaneously. As dual enrollment programs have grown, policymakers across the country have been increasingly attentive to the issue of who has access to these courses. In 2019, states considered at least 219 bills related to dual enrollment; nearly half of those involved provisions about access to the courses. This Policy Snapshot captures 2019 legislation focused specifically on access to dual enrollment courses, concentrating on four themes that arose across the states: (1) Reducing costs for students; (2) Removing barriers to participation; (3) Expanding student eligibility; and (4) Increasing qualified educators.