ethanporcaro/eric-fulltext-meta huggingface dataset:
Supplementary Report on easyCBM Grade K-2 Literacy Measures: Classification Accuracy and Predictive Validity, a Follow-Up to Technical Report 1403. Technical Report #1805
Author: Alonzo, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Response to Intervention,Kindergarten,Grade 1,Grade 2,Elementary School Students,Accuracy,Classification,Predictive Validity,Reading Tests,Phonemes,Reading Fluency,Achievement Tests,Standardized Tests

This technical report is an addendum to a study we initially reported on in 2014 (Wray, Lai, Saez, Alonzo, &amp; Tindal, 2014). In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from the Wray et al study. This supplementary report presents the results of the additional analyses. Results varied by measure and grade but were generally within &quot;good&quot; or &quot;acceptable&quot; ranges for all measures and grade levels analyzed. [For Technical Report #1403, &quot;easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10,&quot; see ED545249.]
In-Brief: Reliability of the Slope of the easyCBM® Math Measures. Technical Report #1804
Author: Nese, Joseph F. T.
Date: 2018-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Response to Intervention,Elementary School Students,Mathematics Achievement,Mathematics Tests,Test Reliability,Reliability,Middle School Students,Common Core State Standards,Arithmetic,Geometry,Algebra,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.
California&apos;s Special Education Teacher Shortage [Policy Brief]. Version 2
Author: Ondrasek, Naomi
Date: 2020-02-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Shortage,Students with Disabilities,Teacher Persistence,Labor Turnover,Intervention,Elementary Secondary Education,Teacher Certification,Credentials,Teacher Competencies,Teacher Education Programs,Enrollment Trends,Educational Finance,Qualifications,State Standards,Teaching Conditions,Mentors,Faculty Workload,Teacher Responsibility,Teacher Salaries,Debt (Financial),Student Loan Programs,Grants,Compliance (Legal)

This is a policy brief for &quot;California's Special Education Teacher Shortage.&quot; California is in the midst of a severe special education teacher shortage that threatens the state's ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. To help policymakers address the shortage, the Learning Policy Institute conducted an analysis of the special education teacher workforce to provide an update on the shortage and its causes. We also reviewed the factors that may be contributing to special education teacher attrition, based on prior research and the perspectives of current special education teachers in California. We conclude with suggestions for evidence-based policy strategies aimed towards resolving the shortage. [For the full report, see ED605222.]
Encourage Employers to Help with Student Debt. New Ideas for a Do-Something Congress. No. 11
Author: Friedman, Dorian
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Employers,Debt (Financial),Loan Repayment,Fringe Benefits,Tax Credits,College Graduates,Federal Legislation

Higher education offers the skills prized by employers in an increasingly global marketplace, and puts graduates on a path to higher wages over a lifetime of work. But for far too many Americans, it comes at the price of student loans that can saddle them with debt just as they are launching their careers and stunt their financial wellbeing for years to come. One promising solution is gaining traction in the private sector. A small but growing number of U.S. employers have begun offering student loan repayment benefits to their employees--helping them erase student debt faster and, not incidentally, earning the loyalty of employees in a competition for the best workforce talent. Congress can help spur widespread adoption of this solution by encouraging more employers to offer this benefit to their workers, such as through the tax code. While current law gives employers a tax break for offering tuition assistance benefits to their employees, student loan assistance doesn't get the same favorable treatment. Lawmakers should take up bipartisan legislation in this session to equalize the tax treatment of student loan assistance benefits.
The Validity and Reliability Studies of the School Administrators&apos; and Teachers&apos; Views on Educational Technologies (VOET) Scale
Author: Arpa, Metin
Date: 2020-05-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Educational Technology,Attitude Measures,Measures (Individuals),Opinions,Computer Attitudes,Technology Integration,Test Validity,Construct Validity,Test Reliability,High School Teachers,Factor Analysis,Educational Benefits,Goodness of Fit,Factor Structure,Foreign Countries

This study aims to develop a measurement tool that will enable the determination of school administrators' and teachers' opinions on educational technologies. The items prepared by scanning the literature were presented to the opinions of the experts. Following the opinions, the 51-item trial form was applied to a total of 406 administrators and teachers, 249 women and 157 men working in the project high schools in the central and districts of Izmir in the 2018-2019 spring term for pre-application. The results of the factor analysis showed that the scale had four factors explaining 55.64% of the total variance. The last application was performed with a total of 636 administrators and teachers, including 385 women and 251 men, and the construct validity of the measurement tool was reevaluated. Exploratory factor analysis was applied, and it was deemed appropriate to continue the analysis with 37 variables and six factors consisting of these variables. It was determined that the six factors obtained explained 60.17% of the total variance. The determined factors are; &quot;Concerns about educational technologies&quot;, &quot;opinions about the contribution of educational technologies to education&quot;, &quot;opinions about the concept of educational technologies&quot;, &quot;criticisms about educational technologies&quot;, &quot;benefits related to the use of educational technologies in educational environments&quot; and &quot;opinions about the scope of educational technologies&quot;. As a result of the confirmatory factor analysis performed with the data set, it seems that the ratio of the scale's Chi-square Test (?[superscript 2]) to degrees of freedom (X[superscript 2]/df) is 4.1; GFI, 0.88; CFI, 0.95; NFI, 0.95; NNFI, 0.95; IFI, 0.95; RMSEA, 0.08; and SRMR, 0.05. Considering the suggested values in the literature, it is seen that GFI is slightly below the limit, RMSEA and ?[superscript 2]/df are acceptable, while other fit indices are excellent. Since the fit indexes should be evaluated as a whole, the scale can be said to have a good structure. Cronbach Alpha internal consistency coefficient of the scale whose reliability studies were completed was determined as [alpha]=0.89.
Fighting Inequality by Reinventing America&apos;s Schools. New Ideas for a Do-Something Congress. No. 10
Author: Osborne, David
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Improvement,Public Schools,Poverty,Social Discrimination,Racial Discrimination,Social Mobility,Outcomes of Education,Elementary Secondary Education,Incentives,Charter Schools,Educational Innovation,Student Placement,School Districts,Grants

The poor quality of many school systems is a serious impediment to social mobility for children from low-income and minority families, who cannot easily pick up and move to communities with good schools. The number of students taking college remediation classes has soared, and too many students graduate high school underprepared to enter either college or the workforce. A new model is emerging from cities that have embraced profound systems change, including New Orleans, Denver, Washington, D.C., and Camden, New Jersey. All have experienced rapidly improving student outcomes as a result. These four cities are building 21st century school systems, founded upon the four pillars of school autonomy, accountability for performance, diversity of school designs, and parental choice. Essentially, 21st century school systems treat many of their public schools like charter schools, even if they call them &quot;innovation schools,&quot; &quot;partnership schools,&quot; or &quot;Renaissance schools.&quot; Although transforming the K-12 education system to meet the needs of the modern era is primarily the responsible of state and local governments, Congress can create financial incentives for states that strengthen charter authorizing and for districts that create autonomous schools, hold schools accountable for performance, and replace failing schools.
In-Brief: Reliability of the Slope of the easyCBM® Reading Measures. Technical Report #1803
Author: Nese, Joseph F. T.
Date: 2018-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Response to Intervention,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Reading Achievement,Reading Tests,Test Validity,Validity,Reading Fluency,Alphabets,Phonemes,Phoneme Grapheme Correspondence,Vocabulary,Multiple Choice Tests,Common Core State Standards

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.
Discussing Transgender Topics within Gay-Straight Alliances: Factors That Could Promote More Frequent Conversations
Author: Poteat, V. Paul
Date: 2018-03-00
Type: Reports - Research
Subjects: Sexual Identity,Social Support Groups,Youth Programs,High School Students,Gender Issues,Discussion,Advocacy,LGBTQ People

Background: Gay-straight alliances (GSAs) have potential to facilitate conversations on transgender and gender-diversity issues among members. We examined how frequently GSA members discussed transgender and gender-diversity topics within GSAs, whether GSAs varied from one another in the extent to which these conversations occurred, and identified factors that distinguished which members and GSAs discussed such topics more often than others. Methods: Participants were 295 members of 33 high school GSAs in the state of Massachusetts who completed surveys that assessed their experiences within their GSA. Results: On average, youth discussed transgender and gender-diversity issues with some regularity, but this varied significantly across GSAs and among youth within each GSA. Youth who had transgender friends, perceived a more respectful GSA climate, and accessed more information/resources and engaged in more advocacy within the GSA reported more frequently discussing transgender and gender-diversity issues. Also, GSAs with transgender members, whose members collectively perceived a more respectful climate, accessed more information/resources and did more advocacy, and who reported lower socializing or support discussed transgender and gender-diversity issues more frequently than other GSAs. Conclusions: This information could inform GSA programming to facilitate more transgender and gender-diversity topic discussions and ensure that members feel encouraged to participate in them. [This paper was published in &quot;International Journal of Transgenderism&quot; Mar 2018.]
Filling an Information Gap in Preschool MTSS and RTI Decision Making
Author: Greenwood, Charles R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Response to Intervention,Decision Making,Access to Information,Preschool Children,Literacy Education,Student Behavior,Educational Opportunities,Learner Engagement,Preschool Teachers,Teacher Behavior,Risk,Student Characteristics,English Language Learners,Students with Disabilities

A tenet of multitiered systems of support and response to intervention (MTSS/RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS/RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children's co-occurring academic engagement also was low but varied widely depending on the activity and teacher's literacy focus, and (c) children's personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed. [This article was published in &quot;Exceptional Children&quot; (EJ1211657).]
A Case Study of the Implementation of the ?&quot;Schools under 2C?&quot; Compost Program at ?&quot;Tesla STEM High School&quot;? during the 2018-2019 School Year
Author: Thyagarajan, Arvin
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Implementation,Recycling,Conservation (Environment),Program Evaluation,Sanitation,High Schools

This scientific paper aims to elaborate on the &quot;Schools Under 2C (SU2C)&quot; organization's compost program that was implemented at &quot;Tesla STEM High School (Tesla STEM)&quot; during the 2018-2019 school year. This paper aims to describe the process to set-up the program, results from its implementation, and key conclusions through analysis of the compost data. This paper provides a very specific approach to compost program implementation -- setting an example for partner schools and other places to have a guideline for effective implementation. By developing a sustainable and repeatable process for arranging bins, collecting compost, weighing it, and placing it for pickup by the Cedar Grove Composting Company, a viable model has been reached. This model has been tested and refined during the 2018-2019 school year and is especially impactful and viable for schools and areas that are looking to implement a new compost program.
What&apos;s Next for California Schools? A Progress Report One Year after &quot;Getting Down to Facts II&quot;
Author: Perry, Mary
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Achievement Gap,Educational Improvement,Capacity Building,Educational Finance,Financial Support,Early Childhood Education,Funding Formulas,English Language Learners,Charter Schools,Budgets,State Aid,Public Schools,Data Use

In 2018, California's education community was preparing for a pivotal moment. A new governor would soon take the reins and voters would elect a new superintendent of public instruction. The &quot;Getting Down to Facts II&quot; (GDTFII) project, released in September 2018, assessed the state of preK-12 education in California. As year 2 of California Governor Newsom's term begins, this report provides a progress update on three areas of concern raised by the research findings: (1) Focusing on the student achievement gap; (2) Enhancing educator and system capacity for improvement; and (3) Providing adequate, stable resources. This report includes highlights of what may be coming next.
Developing NGSS-Aligned Tasks to Assess Elementary School Students&apos; Ability to Explain Energy-Related Phenomena
Author: Herrmann-Abell, Cari F.
Date: 2020-00-00
Type: Reports - Research
Subjects: Energy,Scientific Concepts,Concept Formation,Elementary School Students,Persuasive Discourse,Logical Thinking,Scoring Rubrics,Middle School Students,High School Students,Student Evaluation,Alignment (Education),Test Validity,Test Reliability

We have developed assessment tasks aligned to NGSS that require students to use practices along with disciplinary core ideas to make sense of energy-related phenomena. In this paper, we present an analysis of field test data and feedback from expert reviewers on the validity and reliability of a set of elementary school tasks. These tasks focused on assessing students' ability to write explanations or arguments about energy-related phenomena. Field test data were scored using rubrics based on the claim, evidence, reasoning (CER) framework. Using Rasch modeling, we evaluated the reliability of the task's rubric categories. We found that rubric categories fit well to the Rasch model. Categories were found to cluster in a hierarchy of difficulty in which reasoning and applying science idea categories were more difficult than evidence, which were more difficult than claim. The observed hierarchy in difficulty of CER categories is consistent with other studies and validates the tasks as measures of the CER framework. In addition, a panel of experts agreed that the tasks were aligned to the targeted NGSS practices and ideas. Overall, our results show that our procedure for task development resulted in valid and reliable NGSS-aligned assessment tasks.
Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM
Author: Master, Allison H.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Sex Stereotypes,Gender Bias,Gender Differences,Social Influences,Cultural Influences,Self Concept,Student Attitudes,Disproportionate Representation,Models,Identification (Psychology),Parent Influence,Teacher Influence,Ability,Intervention,Minority Group Students,Intellectual Disciplines,Elementary Secondary Education,Postsecondary Education,Student Interests,Occupational Aspiration,Career Choice

There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent data emerging in social and developmental psychology. Based on this model, we synthesize research suggesting that social factors, such as stereotypes and self-representations about &quot;belonging,&quot; are powerful contributors to observed gender differences in STEM interest and academic outcomes. The review has four parts. First, we examine how &quot;cultural stereotypes&quot; specific to STEM contribute to gender gaps by negatively impacting interest and academic outcomes. Second, we review the central role of the &quot;self-representations&quot; affected by those stereotypes, including the particular importance of a sense of belonging. Third, we discuss various &quot;interventions&quot; that buffer against stereotypes and enhance a sense of belonging to reduce gender gaps in STEM interest and academic outcomes. Finally, we suggest &quot;theory-driven directions&quot; for future research. By organizing the research in this way, our review and theoretical analysis clarify key factors contributing to current gender gaps in STEM and mechanisms by which psychological interventions can help address STEM gender gaps.
Sixth Grade Newcomers in the Fort Worth Independent School District: A Focus on Academic Trajectories and Outcomes. Descriptive Report
Author: Chu, Haiwen
Date: 2015-03-00
Type: Reports - Research
Subjects: English Language Learners,Grade 6,Spanish Speaking,Low Income Students,Student Mobility,Language Proficiency,Student Characteristics,Immigrants,Second Language Learning,Gender Differences,Ethnicity,Racial Differences,Language Usage,Enrollment,Middle School Students,Middle Schools,High Schools,Listening Skills,Writing Skills,Reading Skills,Language Skills,Special Needs Students

This report contributes to understanding of the academic trajectories of ELL [English language learner] students within the FWISD [Fort Worth Independent School District]. The focus is on all students who enrolled as first-time sixth graders at the International Newcomer Academy (INA) in the 2006-2007 school year, a cohort of 48 students. These students are followed through their enrollment in FWISD. The analysis explores the longitudinal English language proficiency growth of this cohort over the middle school years.This descriptive report about a cohort of secondary immigrant newcomers in FWISD provides a first look at demographic characteristics and academic outcomes. The majority of our ELL cohort is Spanish speaking and eligible for free- or reduced-price lunch. The students tend to be very mobile: about one quarter of the students left the district after the first year, and more than half of the cohort left the district within six years. In the analysis of academic outcomes, students usually improved on the TELPAS [Texas English Language Proficiency Assessment System] over time. For instance, among students with three years of TELPAS scores, the percentage of students scoring Advanced or higher increased from 35% in the first year to 78% in the third year. When looking at reclassification rates, however, only 33% of the cohort of students were reclassified within FWISD. [This report was prepared as part of Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE), a Researcher-Practitioner Partnership funded by the Institute of Education Sciences.]
Ninth Grade Newcomers in the Fort Worth Independent School District: A Focus on Academic Trajectories and Outcomes. Descriptive Report
Author: Chu, Haiwen
Date: 2015-02-00
Type: Reports - Research
Subjects: English Language Learners,Spanish Speaking,Low Income Students,Student Mobility,Language Proficiency,Student Characteristics,Immigrants,Second Language Learning,Gender Differences,Ethnicity,Racial Differences,Language Usage,Enrollment,Listening Skills,Writing Skills,Reading Skills,Language Skills,Special Needs Students,Grade 9,High School Students,Asian American Students,High School Graduates

This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on a historical cohort of ninth graders who were enrolled at the International Newcomer Academy in the 2009-2010 school year. This report follows this cohort longitudinally over four years, describing its trajectories and outcomes. Key outcomes include English language proficiency growth, reclassification as English proficient, and the summative outcome of high school graduation. Similar to previous research, the majority of the focal ELL [English language learner] cohort is Spanish speaking and eligible for free- or reduced-price lunch. The students also tend to be very mobile: almost one third of the students left the district after the first year, and almost two-thirds of the cohort left the district within three years. In terms of academic outcomes, the students in our cohort usually improved on the Texas English Language Proficiency Assessment System (TELPAS) over time. For instance, among students with four years of TELPAS scores, the percentage of students scoring Advanced or higher increased from 22% in the first year to 71% in the fourth year. However, when looking at reclassification rates, only 9% of the students were reclassified within FWISD. With respect to graduation outcomes, 46.5 percent of the cohort of students graduated from high school. [This report was prepared as part of Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE), a Researcher-Practitioner Partnership funded by the Institute of Education Sciences.]