ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Reading Proficiency in the United States. KIDS COUNT Data Snapshot
Author: Annie E. Casey Foundation
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Reading Skills,Elementary School Students,Grade 4,Reading Achievement,Job Skills,Socioeconomic Status,English Language Learners,Disabilities,Poverty,Racial Differences,Geographic Location,Family Income,Achievement Gap

Today's children are our nation's hope for building a strong future economy and thriving society. One of the key milestones on the path to success is learning to read in the early grades. As documented in the Casey Foundation's reports &quot;Early Warning: Why Reading by the End of Third Grade Matters&quot; and &quot;Early Warning Confirmed,&quot; the end of third grade marks the point when children transition from learning to read to using reading to learn other subjects. Children who read proficiently by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood. This report provides an update on how fourth graders are faring in reading across the nation and in each state. According to the most recent National Assessment of Educational Progress (NAEP) data, 80 percent of low-income fourth graders and 66 percent of all fourth graders are not proficient in reading. Although improvements have been made in the past decade, reading proficiency remains unacceptably low in an economic environment that requires increasing levels of education and skills for family sustaining jobs. By 2020, the United States is expected to face a shortage of 1.5 million workers with college degrees but will have a surplus of 6 million individuals without a high school diploma who are unemployed because they lack necessary educational credentials. If we do not make sure all children gain the needed reading skills to be successful in school, their future educational and economic prospects will be dim, and our economy will lag. (Contains 1 table, 2 figures, and 6 endnotes.)
The First Eight Years: Giving Kids a Foundation for Lifetime Success. KIDS COUNT Policy Report
Author: Annie E. Casey Foundation
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Family Programs,Access to Education,Access to Health Care,Child Care,Educational Quality,Program Effectiveness,Young Children,Government Role,Federal State Relationship,Educational Policy,Best Practices,Grade 3,Child Development,Racial Differences,Family Income,Academic Achievement,Well Being,Learner Engagement,Low Income Groups,Early Intervention,Preschool Education,Geographic Location,Parents,Child Rearing,Educational Attainment,Agency Cooperation

Decades of research have provided strong evidence of what an integrated early childhood system should look like. Several groups, including the Alliance for Early Success, have outlined research-backed state and local policies that can move systems closer to meeting this goal. In fact, many states and communities across the country have already put significant pieces of the puzzle in place, and others are working to integrate local programs and services. What we know is that to meet the needs of every child, these systems should focus on three primary goals: (1) Support parents as they care for their children; (2) Improve access to quality early care and education, health care, and other services; and (3) Ensure that care is comprehensive and coordinated for all children from birth through age 8. High-quality early care and education play an important role in preparing children for success and lead to higher levels of educational attainment, career advancement, and earnings. The findings in this policy report suggest that high-quality early childhood programs that include supports for families have a powerful and lasting impact on children as they progress through school and into adulthood. States have already shown great creativity in improving systems for children from birth through age 8. The federal government must work in partnership with states to build on their achievements. Policymakers at the federal, state and local levels should look to the decades of evidence on best practices in early childhood fields as they advance their legislative efforts. With such evidence on their side, elected officials, advocates, and other policymakers are well positioned to make the case for a comprehensive and integrated birth through age 8 system that ensures all children have a real chance to succeed and contribute to a stronger nation. (Contains 1 table, 3 figures, and 49 endnotes.) [Writing assistance for this report was provided by Deborah Stein, Amy Saltzman, Thomas Showalter, Shelley Waters-Boots, Jessica Donaldson, Florencia Gutierrez, and Laura Speer.]
Logic Models: A Tool for Designing and Monitoring Program Evaluations. REL 2014-007
Author: Lawton, Brian
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Program Evaluation,Models,Logical Thinking,Educational Resources,Activities,Program Implementation,Program Effectiveness,Outcomes of Education

Logic models can help educators plan and monitor program evaluations. This
introduction to logic models as a tool for designing program evaluations defines the major components of education programs--resources, activities, outputs, and short-, mid-, and long-term outcomes--and uses an example to demonstrate the relationships among them. This quick reference guide introduces logic models as a tool to help educators plan and monitor program
evaluations. It is one of a four-part series on program planning and monitoring released by Regional Educational Laboratory Pacific. (Contains 1 note and 1 figure.)
What Works Clearinghouse Quick Review: &quot;Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions&quot;
Author: What Works Clearinghouse (ED)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Astronomy,Scientific Concepts,Science Instruction,Visual Aids,Handheld Devices,Computer Uses in Education,Computer Simulation,Secondary School Science,High School Students,Science Achievement,Achievement Gains,Instructional Effectiveness,Pretests Posttests,Educational Research

This study examined how using two different ways of displaying the solar system--a true-to-scale mode vs. an orrery mode--affected students' knowledge of astronomical concepts. Solar system displays were presented in a software application on a handheld tablet computer. In the true-to-scale mode, users navigated a simulated three-dimensional solar system environment using a tablet's pinch-to-zoom touchscreen interface; this provided an accurate representation of sizes and distances of planetary bodies. The orrery mode, which is the more common way of displaying the solar system, exaggerated the size of planetary bodies relative to their orbits so surface features could be displayed. The study included 152 students from science classes in a high school in eastern Massachusetts. The study authors reported that student gains in learning astronomical concepts, measured as the differences between pretest and posttest scores, were significantly larger when using the true-to-scale mode than when using an orrery mode. This study was a randomized control trial, but additional information related to the random assignment process and study attrition is needed from the authors to determine whether this study meets What Works Clearinghouse (WWC) evidence standards without reservations. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is the focus of this &quot;Quick Review&quot;: Schneps, M. H., Ruel, J., Sonnert, G., Dussault, M., Griffin, M., &amp; Sadler, P. M. (2014). &quot;Conceptualizing astronomical scale: Virtual simulations on handheld tablet computers reverse misconceptions.&quot; &quot;Computers &amp; Education,&quot; 70, 269-280.]
5 Evidence-Based Recommendations for Teaching Math to Young Children
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Educational Research,Teaching Methods,Guides,Instructional Innovation,Classroom Techniques,Preschool Children,Evidence,Learning Activities,Mathematical Concepts

Children have a natural interest in math, and the &amp;quot;Teaching Math to Young Children&amp;quot; practice guide (ED544376) aims to help teachers capitalize on that interest to make children&amp;apos;s preschool and school experience more engaging and beneficial. In this practice guide summary, readers will find: (1) An overview of the guide&amp;apos;s five practical, evidence-based recommendations; (2) Examples of innovative tools and strategies teachers can use in their classrooms; and (3) A brief discussion of the evidence that supports the guide&amp;apos;s recommendations.
Academic Libraries: 2012. First Look. NCES 2014-038
Author: Phan, Tai
Date: 2014-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Libraries,National Surveys,Library Services,Library Materials,Library Personnel,Expenditures,Information Literacy,Electronic Libraries,Telecommunications,Computer Mediated Communication,Reference Services,Library Equipment,Tables (Data)

This report presents tabulations for the 2012 Academic Libraries Survey (ALS) conducted by the U.S. Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. The 2012 ALS population included postsecondary institutions with all of the following: total library expenditures that exceed $10,000; an organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. This definition includes libraries that are part of learning resource centers. Branch and independent libraries are defined as auxiliary library service outlets with quarters separate from the central library that houses the basic collection. The central library administers the branches. In ALS, libraries on branch campuses that have separate NCES identification numbers are reported as separate libraries. When academic libraries are referred to in this report, they will always be entities that are informational resources within degree-granting postsecondary institutions in the United States, including institutions that are eligible for Title IV aid and branch campuses of Title IV-eligible institutions. NCES has conducted the ALS since 1966 at various intervals. However, beginning with the 1988 survey, the ALS has been conducted on a 2-year cycle. The survey focuses on library services, collections, library staff, expenditures, electronic services, and information literacy. Because the purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the study rather than to discuss all of the observed differences or focus on any particular issue. Three appendices present: (1) Technical Notes; (2) Glossary; and (3) Survey Questionnaire and Instructions. (Contains 16 tables.)
What Works Clearinghouse Quick Review: &quot;Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Experiment&quot;
Author: What Works Clearinghouse (ED)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Transfer,Incentives,Teacher Persistence,Academic Achievement,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Standardized Tests,Scores,Mathematics Tests,Reading Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Low Achievement,Achievement Gains,Educational Research,Program Effectiveness

&quot;Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Experiment,&quot; examined the impact of the Talent Transfer Initiative (TTI) on both student achievement and teacher retention in 10 school districts across seven states. The initiative gave bonuses to high-performing teachers for them to transfer to and stay in low-performing schools. Transfer teachers could receive up to $20,000 over 2 academic years. The researchers matched schools in the same district with teacher vacancies at the same grade level and subject into &quot;teams.&quot; They then randomly assigned the 165 matched teams to one of two conditions: either the principal was allowed to hire a high-performing teacher through the TTI program (&quot;TTI team&quot;) to fill the vacancy, or the principal could only hire through normal approaches (&quot;comparison team&quot;). At the end of the first academic year, the study authors found no statistically significant differences in student math or reading test scores between TTI teams and comparison teams at the elementary or middle school level. However, at the end of the second academic year, elementary students from TTI teams had higher student standardized test scores, by a statistically significant margin, than those from comparison teams. With regard to retention, teachers in TTI teams were 7 percentage points more likely than teachers in comparison teams to remain in their schools 1 year after the study began, a statistically significant difference. After 2 years, the study found no statistically significant differences in teacher retention rates between TTI and comparison teams at the elementary or middle school level. The study authors used a randomized controlled trial design and, therefore, this study could &quot;meet What Works Clearinghouse (WWC) evidence standards without reservations.&quot; However, additional information related to the composition of the analysis sample and attrition is needed from the authors before a study rating can be determined. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [For &quot;Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. NCEE 2014-4003,&quot; see ED544269.]
Understanding Program Monitoring: The Relationships among Outcomes, Indicators, Measures, and Targets. REL 2014-011
Author: Malone, Nolan
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Capacity Building,Program Evaluation,Program Effectiveness,Outcomes of Education,Educational Indicators,Benchmarking,Family Involvement,Family School Relationship,College Readiness,Career Development,Performance Factors,Measurement,College Entrance Examinations,Scores

This guide offers educators, program managers, administrators, and researchers a  resource for building capacity for monitoring program outcomes. It provides concise definitions of program monitoring components and a framework for assessing program progress. Examples demonstrate the relationships among program components: outcomes, indicators, measures (including benchmarks and baselines), and targets. Policymakers and practitioners can use the framework to better monitor and evaluate  programs and thus to make better data-informed decisions. (Contains 1 figure and 3 notes.)
Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13. First Look. NCES 2014-017
Author: Queen, Barbara
Date: 2014-02-00
Type: Tests/Questionnaires
Subjects: Military Personnel,Veterans,Veterans Education,Postsecondary Education,Higher Education,Incidence,Dependents,Student Financial Aid,Two Year College Students,Two Year Colleges,Colleges,Institutional Characteristics,Social Support Groups,Student Personnel Services,College Credits,Military Training,College Admission,School Orientation,Admissions Counseling,Mentors,Group Counseling,School Health Services,Access to Health Care,Staff Development,Faculty Development,Communication Strategies,Access to Information,Tutoring,Enrollment,Work Study Programs,Tuition,Educational Policy,School Size

This report provides descriptive national data on the prevalence and characteristics of services and support programs for military service members and veterans at postsecondary institutions in the United States. This survey provides the first nationally representative data on this topic. The data presented in this First Look were collected for the 12-month 2012-13 academic year (except where specified for fall of 2012) from postsecondary institutions on the services and programs offered to all military service members and veterans enrolled for credit, as well as dependents receiving military or veteran's financial education benefits. The survey covered customized support services such as academic support/tutoring, career planning/services, and mental health counseling; availability of mentoring programs; customization of admissions and orientation activities; availability of Veterans Affairs (VA) work-study opportunities; and tutorial assistance using VA educational benefits. Other topics included institutions' policies for charging veterans in-state tuition, course offerings specifically for military service members and veterans, and availability of training for postsecondary staff members on issues specific to veterans and service members. The survey also collected information about  the number and type of students enrolled, and the number and type of dependents enrolled who received military or veteran's financial education benefits. Selected findings on services and support programs for military service members and veterans at 2-year and 4-year Title IV eligible degree-granting postsecondary institutions for the 12-month 2012-13 academic year are presented. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire.
Projections of Education Statistics to 2022. Forty-First Edition. NCES 2014-051
Author: Hussar, William J.
Date: 2014-02-00
Type: Numerical/Quantitative Data
Subjects: Elementary Education,Secondary Education,Enrollment,Enrollment Trends,Trend Analysis,High School Graduates,Elementary School Teachers,Secondary School Teachers,Expenditures,Costs,Educational Finance,Postsecondary Education,Higher Education,Institutional Characteristics,College Freshmen,Academic Degrees,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Teacher Student Ratio,Attendance,Undergraduate Study,Bachelors Degrees,Two Year Colleges,Private Colleges,Public Colleges,Graduate Study,Associate Degrees,Masters Degrees,Doctoral Degrees,Public Schools,Private Schools

&quot;Projections of Education Statistics to 2022&quot; is the 41st report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in &quot;Projections of Education Statistics to 2021&quot;  and projections of enrollment, graduates, teachers, and expenditures to the year 2022. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2022 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [This report was prepared with IHS Global Insight. For &quot;Projections of Education Statistics to 2021. Fortieth Edition. NCES 2013-008,&quot; see ED538495.]
DreamBox Learning. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Control Groups,Experimental Groups,Electronic Learning,Elementary School Mathematics,Elementary School Students,Evidence,Intervention,Mathematics Achievement,Mathematics Instruction,Program Effectiveness

&quot;DreamBox Learning&quot; is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of &quot;DreamBox Learning&quot; that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. The WWC considers the extent of evidence for &quot;DreamBox Learning&quot; on the math performance of elementary school students to be small for the mathematics achievement domain, the only domain specified in the review protocol. &quot;DreamBox Learning&quot; was found to have potentially positive effects on mathematics achievement for elementary school students. [On February 5, 2014, the WWC modified this report in response to new information provided by the study authors. Following the release of the intervention report on December 10, 2013 (ED544506), the WWC received a request from the study authors for another opportunity to respond to an author query to which the authors had previously not responded. The authors then provided information that the WWC had previously requested--specifically, regression-adjusted impact estimates using the full sample. The authors' original report included regression-adjusted impact estimates only for a sample that excluded students whose outcomes were classified as outliers by the study authors. Based on the new information provided, the review team updated the characterization of the study finding and the intervention rating in this report. The characterization of the study finding changed from &quot;indeterminate effect&quot; to &quot;statistically significant positive effect.&quot; The intervention effectiveness rating changed from &quot;no discernible effects&quot; to &quot;potentially positive effects.&quot; The WWC has not added studies to the body of evidence or updated the literature search since the December 2013 release of this report. The following study is reviewed in this intervention report: Wang, H., &amp; Woodworth, K. (2011). &quot;Evaluation of Rocketship Education's Use of DreamBox Learning's Online Mathematics Program.&quot; Menlo Park, CA: SRI International. Retrieved from http://www.dreambox.com.]