ethanporcaro/eric-fulltext-meta huggingface dataset:
Kentucky's Teacher Quality Measures and Fourth-Grade Reading Achievement: A Secondary Analysis of 2002-2009 NAEP Data
Author: Klecker, Beverly M.
Date: 2010-10-14
Type: Reports - Research
Subjects: Teacher Effectiveness,Reading Achievement,National Competency Tests,Measures (Individuals),Effect Size,Teaching Experience,Grade 4,Reading Tests,Gender Differences,Scores,Masters Degrees,Bachelors Degrees,Reading Skills,Correlation,Statistical Analysis,Elementary School Teachers,Elementary School Students

This study examined the increase from 2007-2009 in Kentucky's fourth- grade National Assessment of Educational Progress (NAEP) reading scores. This increase was notable because it came after a fifteen-year period of no change. This analysis of change included composite and sub-scale--&quot;Reading Literary Experience&quot; and &quot;Reading to Gain Information&quot;--scores. Differences in composite average scale scores by Teacher Quality variables were explored. Gender was included as a variable for analysis of both composite and sub-scale scores as gender gaps have been persistent in Kentucky's reading assessments. This secondary analysis used NAEP Data Tool with additional calculations of effect size (Cohen's d). There was a significant (p. less than 0.05) increase in Kentucky 4th-Grade Reading scores from 2007 and 2009 with small effect size (d=0.12). Statistically significant (p.less than 0.05) differences by Teacher Quality variables were: (1) reading scores of students taught by teachers with masters' degrees were higher than those taught by  teachers with bachelors' degrees, (2) reading scores of students  taught by teachers with 0-4 years of teaching experience were lower than the scores of students taught by teachers with five or more years of teaching experience and (3) there was no difference in reading scores of students taught by teachers self-identified as Highly Qualified Teachers and the scores students taught by teachers not self-identified as Highly Qualified Teachers. The scores of female students on composite scale scores were statistically significantly (p. less than 05) higher than the scores of male students in both 2007 (d=0.21) and 2009 (d=0.21). Females students' scores on the &quot;Reading Literary Experience&quot; sub-scale were also higher than male students; scores in both 2007 (d=0.27) and 2009 (d=0.28). On the &quot;Reading to Gain Information&quot; sub-scale in 2007, average scale scores of female students were higher than those of male students (d = 0.14). It is important to note that there was no difference by gender on the &quot;Reading to Gain Information&quot; sub-scale in 2009. (Contains 10 tables.)
Federal Spending on PK-12 School Facilities
Author: Filardo, Mary
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Clearinghouses,Educational Facilities,State Agencies,Data Analysis,Rural Schools,Charter Schools,Grants,Tax Credits,Military Personnel,Technical Assistance,Web Sites,Information Sources,Expenditures,School Construction,Public Education,Educational Finance,Educational Policy,Federal Aid,American Indian Education,Bond Issues

Methodology: There is no national source of data or information on the federal role in funding and oversight for public PK-12 school facilities. To address this shortcoming, 21st Century School Fund has prepared this study with the support of the National Clearinghouse for Educational Facilities. In collecting data and information for this report, the authors contacted federal and state agency representatives and nonprofit organizations. However many agencies did not have available (or provide) PK-12 specific data regarding their federal program. In tandem to any data provided directly by federal and state agencies they utilized public sources such as agency websites and other expert organization websites such as LISC. They also utilized Recovery.gov for ARRA level data provided through project recipient reports. Information was also located through news sources such as the National Clearinghouse of Educational Facilities spotlight news, and through media contacts such as Peter Schroeder at the Bond Buyer. Much of the data collected needed to be cleaned up by converting PDFs into excel spreadsheets, sorting and sifting the data to isolate Pk-12 school facilities, and then created into data sets. Finally after data sets were created and information gathered, they consolidated the federal program funding types and created a framework for analysis for the final report. (Contains 4 tables, 2 charts and 1 footnote.)
State Capital Spending on PK-12 School Facilities
Author: Filardo, Mary
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,School Construction,Educational Facilities,Public Education,Educational Finance,State Aid,Educational Policy,Surveys,Educational Facilities Planning,Educational Facilities Improvement,Public Schools,Profiles

In this study, the 21st Century School Fund (21CSF), with support from the National Clearinghouse for Educational Facilities, examined the state capital outlay funding for elementary and secondary public education facility construction and modernization. The authors examined how much capital outlay has been expended by states from 2005-2008 as reported to the U.S. Census of Governments and surveyed every state on what share of these funds were provided from state sources as compared to local sources. 21CSF collected information about school facility capital outlay and related capital data management, planning, funding and oversight practice from each state's department of education and/or building authority. (Contains 8 footnotes.)
Alabama Education News. Volume 34, Number 3
Author: Sibley, Michael O., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Counties,Public Service,Public Education,Bullying,Peer Influence,Peer Relationship,Program Effectiveness,Middle Schools,Teacher Competencies,Recognition (Achievement),Competition,Foreign Countries,Boards of Education,Academic Achievement,Academic Failure,Principals,Superintendents,Health Promotion,Professional Development,Violence,Aggression,Computer Mediated Communication,Educational Environment,Conflict Resolution,Postsecondary Education,College Students,Partnerships in Education,High School Students,College Preparation,Career Development,Job Skills

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) There's a New Challenge for Alabama Schools: Battling Bullying; (2) One School's Solution: Foley Middle School (Baldwin County) Achieves Certified Peer Program Status; (3) Jefferson County Teacher Wins &quot;Education Oscar&quot;; (4) Students Represent America at World Team Competition in London; (5) Meet Your Newly Elected State Board Members!; (6) Failure Is Not an Option (Cathy Bennett); (7) 2011 Superintendent of the Year; (8) Principal is Going the Distance; and (9) Alabama Celebrates Healthy Schools and Healthy Students. Regular features include: (1) Awards, Opportunities, and Professional Development; and (2) Teacher of the Month.
Alabama Education News. Volume 34, Number 4
Author: Sibley, Michael O., Ed.
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Dropout Rate,Educational Objectives,Public Education,Academic Standards,State Standards,Conferences (Gatherings),Conservation (Environment),Environmental Education,College Applicants,Student Financial Aid,Educational Quality,Distance Education,Educational Technology,Profiles,Safety,Motor Vehicles,Adolescents,Boards of Education,Cooking Instruction,Expectation,Agricultural Occupations,African Americans

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Raising Expectations: Common Core Standards in Alabama; (2) Students Combine Personal Creativity, Flare, and Skills to Create the Nation's Best Culinary Dishes; (3) ASCA 2010 Conference February 11, 2011; (4) Explore Alabama's Natural Beauty with Educational and Conservational Programs; (5) Life on the Farm...Brought to Your School; (6) February is &quot;College Application and Financial Aid Month&quot;; (7) Torchbearer Schools Prove Every Child Can Learn; (8) Get Ready for the Second Annual Distance Learning Week February 7-11; (8) Find or Follow the Alabama Department of Education on Facebook and Twitter!; (9) Dr. Ethel H. Hall Featured in 2011 Calendar; (10) Alabama Ranks High in Nation on Decreasing Dropout Rate; (11) SDE, ALFA, AISA Promotes Safe Driving Among Teen Drivers; (12) 18th Annual School Board Member Recognition Month; and (13) Great Central U.S. Shake Out on April 28, 2011. Regular features include: (1) Awards, Opportunities, and Professional Development; (2) Teacher of the Month, and (3) January State Board of Education Meeting Agenda Items.
Assessing Developmental Assessment in Community Colleges. CCRC Working Paper No. 19
Author: Hughes, Katherine L.
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Remedial Instruction,Educational Testing,Student Placement,High Stakes Tests,Role,Test Validity,Educational Policy,Evaluation Methods

Placement exams are high-stakes assessments that determine many students' college trajectories. More than half of entering students at community colleges are placed into developmental education in at least one subject, based primarily on scores from these assessments, yet recent research fails to find evidence that placement into remediation improves student outcomes. While this has spurred debate about the content and delivery of remedial coursework, another possibility is that the assessment process itself may be broken. In this paper we argue that the debate about remediation policy is incomplete without a fuller understanding of the role of assessment. We then examine 1) the extent of consensus regarding the role of developmental assessment and how it is best implemented, 2) the validity of the most common assessments currently in use, and 3) emerging directions in assessment policy and practice. We conclude with a discussion of gaps in the literature and potential implications for policy and research. (Contains 1 table and 12 footnotes.) [This report is an update of &quot;Assessing Developmental Assessment in Community Colleges: A Review of the Literature. CCRC Working Paper No. 19&quot;, which was published on August 2010. To access this report, see ED512260.]
EGRA Plus: Liberia. Program Evaluation Report
Author: Piper, Benjamin
Date: 2011-01-15
Type: Numerical/Quantitative Data
Subjects: Intervention,Program Evaluation,Reading Achievement,Academic Achievement,Program Effectiveness,Foreign Countries,Reading Instruction,Reading Tests,Teaching Methods,Outcomes of Education,Gender Differences,Instructional Program Divisions,Educational Quality,Achievement Gains,Elementary School Students

Building on the success of the Early Grade Reading Assessment (EGRA) as a measurement tool, many countries have begun to show interest in moving away from assessments alone and toward interventions focused on changing teacher pedagogy, and as a result, increasing student reading achievement. Liberia, for example, began an EGRA-based intervention, called EGRA Plus: Liberia, in 2008. The results from the EGRA Plus midterm evaluation showed very promising results on a variety of learning outcomes. This report is an impact evaluation of the EGRA Plus program at project completion, and it presents compelling evidence that a targeted reading intervention focused on improving the quality of reading instruction in primary schools can have a remarkably large impact on student achievement in a relatively limited amount of time. Appendices include: (1) Calibration of Baseline, Midterm, and Final Assessments; and (2) Estimating the Impact of Full and Light Treatment on Outcomes, Disaggregated by Sex and Grade (extracted from differences-in-differences estimates). (Contains 28 tables, 29 figures and 30 footnotes.) [This report was prepared by the Liberian Education Trust.]
Department of Education: Improved Oversight and Controls Could Help Education Better Respond to Evolving Priorities. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-11-194
Author: Scott, George A.
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Federal Government,Public Agencies,Education,Information Technology,Public Officials,Administrative Organization,Leadership,Personnel Management,Student Financial Aid,Grants,Accountability,Educational Finance,Strategic Planning,Governance,Contracts

The U.S. Department of Education (Education) manages one of the largest discretionary appropriations of any federal agency, and plays a key role in supporting efforts to meet the nation's education goals. While Education managed a discretionary appropriation of over $160 billion in fiscal year 2009 and was responsible for administering about 200 grant programs, it has the smallest workforce of any cabinet agency. As requested, this report examines (1) the key high-level management challenges facing Education, (2) Education's strategic management of its workforce, (3) Education's design of internal controls to help ensure accountability over contracts and student aid grants, and (4) Education's information technology (IT) management controls. To do this, GAO (Government Accountability Office) reviewed relevant Education documents and interviewed Education program and management officials about strategic workforce management, IT, contracts, and Pell Grants. GAO recommends that Education take steps to better estimate workloads; strengthen safeguards over its performance management system; properly implement established contract monitoring guidelines; and improve its management controls over IT resources.  Education generally agreed with our recommendations. Appendices include: (1) Objectives, Scope, and Methodology; (2) Summary of Changes to Education's Performance Management System, Implemented in 2010; (3) Education IT Governance Structure; (4) Comments from the Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 2 tables, 5 figures and 86 footnotes.)
Sharing Psycho-Educational Assessment Results: A Person-Centered Collaborative Approach
Author: Buettner, Edwin G.
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Educational Assessment,Caregivers,Data Analysis,Psychoeducational Methods,Guidelines,Meetings,Parent Teacher Conferences,Parent School Relationship,Test Results,Specialists,Educational Diagnosis,Educational Planning,Cooperation,Stakeholders,Pupil Personnel Services

Sharing assessment data in schools typically takes the form of a short meeting to report results and give recommendations to school staff and parents. Such meetings are often dominated by a one-way flow of communication; i.e., from the clinician to the child's caregivers. Drawing on the theory and practice of Person-centered Planning and collaborative consultation, this article presents a process-based alternative to this phase of the assessment process. What is proposed is a shift from "reporting" the assessment data to "integrating" these data with observations and insights from all stakeholders; i.e., empowering collaboration. An ecologically valid plan grounded in a consensus as to the student's needs is the goal of such meetings. Though each meeting is unique, inclusion of the phases of gathering, organizing, analyzing, and planning is recommended. (Contains 1 figure.)
Educational Lynching: Critical Race Theory and the Suspension of Black Boys
Author: Payne, Macheo
Date: 2010-12-00
Type: Opinion Papers
Subjects: African American Students,Suspension,Males,Critical Theory,Race,Racial Bias,School Districts,Equal Education,Zero Tolerance Policy,Civil Rights,Disproportionate Representation,Leadership,Grade Point Average,Low Achievement,Educational Strategies,Educational Practices

Looking at the disproportionate suspension of African American, Black male students through the lens of critical race theory, this presents arguments from a CRT how the disproportionate suspension of Black male students is rooted in white supremacy and racist policy in the United States. Local recommendations are offered for Oakland Unified School District to address this problem systemically.
Student Learning Support Programmes That Demonstrate Tangible Impact on Retention, Pass Rates &amp; Completion. 2nd Edition
Author: Manalo, Emmanuel, Ed.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Management Systems,Personal Narratives,School Holding Power,Academic Support Services,Academic Persistence,Postsecondary Education,Program Descriptions,Educational Strategies,Program Effectiveness,Graduation,Outcomes of Education,Educational Indicators,Pacific Islanders,Ethnic Groups,Study Skills,Student Personnel Services,Case Studies,Vocational Education

This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student retention and success outcomes. The evidence offered varies across summations and includes both student satisfaction and student success data presented in a range of formats: statistical, evaluative comments, and personal narratives. Where possible--and this can depend upon the different management systems used by different institutions which allow TLAs access to different types of information and analysis--more than one form of evidence is provided to add strength and rigor to the results described. In some summations, this is already available; for others, it represents the next evolution of the process. The range of initiatives included in this edition are described here to facilitate shared learning amongst tertiary educators, to enhance understanding of strategies that make a difference to student learning, and to promote the use of methods that have been shown to effect better retention and completion rates for students in tertiary education. (Individual sections contain references, tables, figures, and footnotes.) [This project was funded by the Ako Aotearoa Northern Regional Hub. It is a report for Ako Aotearoa, the New Zealand National Centre for Tertiary Teaching Excellence, from members of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ).]
Online Learning and the Oral Tradition: An Examination of the Strengths and Challenges of an  Online Native American Leadership Preparation Program
Author: Vogel, Linda R.
Date: 2011-02-08
Type: Reports - Evaluative
Subjects: Electronic Learning,Oral Tradition,Federal Legislation,American Indians,American Indian Education,Online Courses,Grants,Leadership Training,School Administration,Culturally Relevant Education,Federal Programs,Principals,Rural Schools,Written Language,Barriers,Program Implementation,Program Effectiveness,American Indian Culture,Masters Degrees,Interdisciplinary Approach,Special Education,Administrator Education,Questionnaires

The Office of Indian Education (OIE) in the U.S. Department of Education funds competitive grants for Native American school leadership preparation programs in order to improve the education of disadvantaged students identified under the 2001 &quot;No Child Left Behind&quot; (NCLB) reauthorization of &quot;Elementary and Secondary Education Act&quot; (ESEA) of 1965 by increasing the number of Native American who lead Bureau of Indian Education (BIE) and higher Indian enrollment (HIE) schools across American. Funded programs emphasize culturally responsive curriculum and instruction that address the needs of BIE and HIE schools and the challenges that the leaders of these schools face. This study examines one program funded by the OIE in 2005 that was offered in an online format in order to make the program accessible for participants who lived in remote geographic locations where travel served as a barrier to higher education and licensure opportunities and allowed participants to continue to serve their schools and communities while completing their coursework. The emphasis on written communication in an online format, however, is very different than the oral tradition of learning that has anchored and preserved Native culture. This paper examines the role of oral tradition in Indian culture and education, the values and structure of the OIE-funded preparation program, accommodations and enhancements of the program to provide culturally responsive curriculum and instruction, and the successes and challenges of those accommodations and enhancements in supporting the oral tradition of program participants.
Understanding English Non-Count Nouns and Indefinite Articles
Author: Tsuchida, Takehiro
Date: 2010-12-20
Type: Information Analyses
Subjects: Semantics,Nouns,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Language Research,Diachronic Linguistics,Form Classes (Languages),English Instruction

The fact that English non-count abstract nouns such as knowledge are compatible with the indefinite article a/an is not only perplexing for second language (L2) learners of English but also troublesome for both native and non-native English teachers. This paper does research on this curious phenomenon of English grammar to clarify its mechanism and avoid misunderstanding due to oversimplification, taking advantage of theoretical studies and corpus studies. Data from review of literature by various linguists and from corpus research into the frequency and semantics of actual instances by using British National Corpus (BNC) suggest that the indefinite article a/an has the function of delimitation and can separate one distinct entity from a vague expanse of meaning. The paper concludes that this feature of indefinite articles allows non-count nouns to shift towards less typical usage of the words, giving English expressions more subtlety that nicely accommodates basic human cognition, although these nouns could still be considered uncountable rather than countable. (Contains 4 tables.)
Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement. Research Brief No. 2
Author: National Writing Project
Date: 2010-00-00
Type: Reports - Research
Subjects: Writing Achievement,Professional Development,Achievement Gains,Program Effectiveness,Program Evaluation,Case Studies,Profiles,Teacher Effectiveness,Improvement Programs,Instructional Improvement,Pretests Posttests,Writing Instruction,Educational Practices

The National Writing Project (NWP) has expanded its national portfolio of research projects conducted at local Writing Project sites to 16 studies that examine professional development, teacher practices, and student writing achievement. NWP sites emphasize common principles of high-quality instruction and the professional development necessary to support it, while the design and delivery of services are negotiated according to local needs, reform priorities, and school conditions. The results of the 16 studies summarized here demonstrate that professional development programs, when designed and delivered by NWP sites and based on these common core principles, have a positive effect on the writing achievement of students across a range of grade levels, schools, and contexts. (Contains 2 figures.)