ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County School District. Summative Report
Author: Ba, Harouna
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,School Districts,Public Schools,Educational Change,Educational Technology,Technology Integration,Technology Uses in Education,Educational Environment,Leadership,Outcomes of Education,Academic Achievement,School Community Relationship,Access to Computers,School Administration

Located in southern Mississippi, the Forrest County School District (FCSD) consists of six schools: three K-6 elementary schools, two K-8 elementary-middle schools, and one high school (grades 9-12), all of which have been involved in the Cisco Initiative since its inception. The district employed 16 administrators, 7 technology staff members, and 224 teachers in 2009. Student enrollment numbers in the district have been relatively stable (with minor fluctuations) over the four years since the Cisco Initiative began. In 2008-2009, 2,420 students were enrolled; 41 percent were African American, 58 percent were White, and 1 percent were Hispanic. Students eligible for free or reduced lunch totaled 72 percent. In the FCSD, the participation rate in the survey studies has increased significantly over time, so year-to-year interpretation is complicated. For example, 7 of 7 technology personnel completed the survey in 2009, whereas none completed the 2008 survey. Student participation over the same period increased from 3 to 14 percent, but is still too low to provide generalizable findings. Teacher responses were received from 57 percent of staff in 2009, up from 22 percent in 2008 and 19 percent in 2007, but parent rates for all years never surpassed single-digit percentages. Administrator responses were highest in 2009, but even then, only 6 of 16 administrators responded. Because of these challenges, qualitative findings will be emphasized, and all findings in this summary should be understood in this context. (Contains 38 figures, 14 tables, and 4 footnotes.)
Demystifying the GMAT: Guarding against Bias
Author: Rudner, Lawrence M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Test Bias,English,Native Speakers,Culture Fair Tests,Test Items

The Graduate Management Admission Test (GMAT) is administered in English and is designed for programs that teach in English. But the required English skill level is much less than what students will need in the classroom. The exam requires just enough English to allow us to adequately and comprehensively assess Verbal reasoning, Quantitative reasoning and Integrated Reasoning skills. Although the GMAT exam is not a grammar test, it is worth noting that grammar tests do not necessarily favor native speakers, because non-native speakers often learn grammar better than native speakers who go by the &quot;sounds right&quot; rule. By using carefully defined and thorough item development and review processes, along with statistical analyses to flag questions with possible cultural bias, the developers have developed a test that minimizes the impact of culture and language. The GMAT exam is the best objective measure of the likelihood of success in management programs across the globe.
An Analysis of Accommodations Issues from the Standards and Assessments Peer Review. Technical Report 51
Author: Thurlow, Martha
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Disabilities,Inclusion,Program Effectiveness,Inferences,Federal Legislation,Educational Legislation,Evidence,Academic Accommodations (Disabilities),Testing Accommodations,Peer Evaluation,Validity,Scores

To meet the assessment requirements of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), states must ensure the inclusion of students with disabilities, as well as provide for the appropriate use of assessment accommodations. Accommodations have been defined in a number of ways. In the Council of Chief State School Officers (CCSSO) Accommodations Manual, accommodations were defined as &quot;practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities&quot; (Thompson, Morse, Sharpe, &amp; Hall, 2005, p. 14). More recently, accommodations have been distinguished from modifications by focusing on the validity of assessment results when the changes in testing materials or procedures are used. When assessment accommodations are used appropriately, students are best able to demonstrate their learning and schools are able to account accurately for what students do and do not know. Accommodations are addressed in NCLB peer reviews through Sections 4 and 6 of the Peer Review Guidance. The authors conducted a thematic analysis of peer reviewers' comments for 50 states. Their goal was to identify common issues and examples of the types of evidence considered acceptable and not acceptable by peer reviewers. Four themes emerged in their analysis of peer review comments on accommodations in states' submissions for review of their assessment systems: (1) Selection of accommodations; (2) Agreement of assessment accommodations with instructional accommodations; (3) Monitoring accommodations availability and use; and (4) Accommodations use provides valid inferences and meaningful scores about students' knowledge and skills. The process of identifying themes revealed that pulling information from peer reviewers' comments provides findings that should be of interest to the states and test developers, and to anyone concerned about the quality of accommodated assessments. Many useful recommendations evolve from the comments. At the same time, the information has several limitations that may be due to the different review panels and reviewers' attempts to deal with states in a positive manner. Appendix includes: Peer Review Sections. (Contains 33 tables and 5 figures.) [This study was commissioned by the Accommodations Monitoring Study Group of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS).]
Alumni Job Search Strategies, Class of 2011. GMAC[R] Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,College Graduates,Job Search Methods,Search Strategies,Labor Market,Graduate Surveys,Alumni,Employment Opportunities,Internship Programs,Social Networks

Examining the job search strategies and employment outcomes for Class of 2011 graduate business school alumni sheds light on current job market trends and the effort required to secure a first job after earning a graduate business degree. This fact sheet highlights the job search methods used by Class of 2011 business school graduates as reported in the 2012 GMAC (Graduate Management Admission Council) Alumni Perspectives Survey Report. Findings from the survey, which was conducted in September 2011, reflect data contributed by 963 men and women who graduated in the Class of 2011 from graduate management programs worldwide. (Contains 2 tables, 6 figures and 1 footnote.)
Examining Test Speededness by Native Language
Author: Talento-Miller, Eileen
Date: 2012-07-31
Type: Reports - Research
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Timed Tests,Reaction Time,Predictive Validity,Adaptive Testing,Computer Assisted Testing,Comparative Analysis,Native Language,English,Semitic Languages,Mandarin Chinese,German,French,Spanish,Indo European Languages,Italian,Japanese,Korean,Portuguese,Russian,Thai,Turkish,Vietnamese,Guessing (Tests)

When power tests include a time limit, it is important to assess the possibility of &quot;speededness&quot; for examinees. Research on differential speededness in the past has included looking at gender and ethnic subgroups in the United States on paper and pencil tests. The needs of a global audience necessitated, and the availability of computer recorded response time data enabled this investigation of differential speededness by native language. Data from a computerized adaptive test administered globally in English were used to compare different measures of time pressure and speed for 15 language groups compared with native-English-speaking examinees. Results indicated that examinees whose native language was Korean had issues with speededness when many of the metrics were considered, but when ability was controlled, there were no relevant differences for any of the languages compared to English. Future research should include independent measures of ability and English proficiency as well as any possible effects of speededness on predictive validity. (Contains 6 figures and 3 tables.)
2011 Asian Geographic Trend Report for GMAT[R] Examinees
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Educational Trends,Scores,Geographic Location,School Location,Sex,Age,Masters Programs,Foreign Students,Foreign Countries

The Asian Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R] (GMAT[R]) during the 2007 and 2011 testing years (TY) and from the requested destination of their score reports forms the basis of this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is &quot;absolute&quot; change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is &quot;relative&quot; change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Major differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the citizenship and geographic groups covered in this report. This is not surprising given the global nature of higher education today, which is characterized by innovation and constant change. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics. Appended are: (1) Regional Categories; and (2) Supplemental GMAT Data. (Contains 28 tables, 26 figures and 2 footnotes.) [Contributors include Alex Chisholm and Hillary Chan.]
Women and Graduate Management Education (2012). GMAC[R] Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Females,Business Administration Education,College Entrance Examinations,Graduate Study,Educational Demand,Masters Degrees,Student Interests,Employment,Educational Benefits,Preferences,Industry,Flexible Progression,School Location,Age Differences,Foreign Countries

This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. &quot;Women in the Business School Talent Pipeline&quot; discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters &amp; Other Intended Degrees; and (4) Female Quants (Interest in Quantitative and Specialized Degrees). &quot;Women in Business&quot; discusses: (1) Jobs; (2) Value of Graduate Management Education; (3) Industry Preferences; (4) Study-Work-Life Balance; and (5) Geographic Focus and Regional Comments. (Contains 7 resources.)
Demystifying the GMAT: Who Owns Validity?
Author: Rudner, Lawrence M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Test Validity,Scores,Testing Programs

In order to remain relevant and useful, testing programs must periodically update their tests to match shifts in student populations and school curricula. One might think that because the publishers are offering a product, the responsibility for updates rests entirely on them. Publishers conduct studies to assure new content is appropriate. But the truth is, motivated test takers are needed to properly evaluate individual questions and the validity of an updated instrument. Motivated users of the exams results--mostly admissions personnel--are also key players in the validity drama. Recent discussion among schools and blogs and test prep organizations suggesting that a &quot;serious&quot; use of a new section in admissions is easily postponed, does a disservice to test takers, test publishers, and to schools themselves because the longer it takes to get good data, the longer it will take to confirm the test's validity and to solidify its use as a reliable admissions tool.
2011 World Geographic Trend Report for GMAT[R] Examinees
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Educational Trends,Geographic Location,Citizenship,Scores,Sex,Age,Masters Programs,Foreign Students,Foreign Countries

The World Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R](GMAT[R]) during the 2007 and 2011 testing years (TY) and from the destination of their score reports forms the basis for this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is &quot;absolute&quot; change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is &quot;relative&quot; change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Major differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the citizen and geographic groups covered in this report. This is not surprising given the global nature of higher education today. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics. Appended are: (1) Regional Categories; and (2) Supplemental GMAT Data. (Contains 28 tables, 26 figures and 3 footnotes.) [Contributors include Alex Chisholm and Hillary Chan.]
Jobs Trends Outlook for India 2012. GMAC[R] Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Employment Patterns,Recruitment,Personnel Selection,Graduate Students,Business Administration Education,Masters Degrees,Salaries,Job Search Methods,Student Characteristics,Educational Demand,Employers,Surveys,College Graduates,Graduate Surveys,College Entrance Examinations

This summary report features recruitment and hiring trends and employment prospects for graduate business and management students in India and briefly spotlights trends in the Indian student pipeline for graduate management education. Findings in this Data-To-Go are derived from several sources of information, including: (1) Responses from 29 employers in India who participated in the GMAC 2012 &quot;Corporate Recruiters Survey.&quot; These employers represent a fraction of the 1,096 employers from more than 800 companies in 40 countries that participated in the survey; (2) Responses from 334 graduates at 11 business schools in India who participated in the GMAC 2012 &quot;Global Management Education Graduate Survey.&quot; A total of 5,366 business school graduates from the class of 2012 responded to this student exit survey facilitated by 136 schools worldwide; and (3) A total of 18,310 GMAT examinees residing in India, and 17,638 score reports sent to schools in India by all examinees worldwide in testing year 2011. (Contains 8 tables, 3 figures and 2 footnotes.)
User-Centered Digital Library Project Phase 2: User Testing with Teachers and Students with Disabilities. Evaluation Report
Author: Moeller, Babette
Date: 2010-03-01
Type: Reports - Research
Subjects: Electronic Libraries,Use Studies,Accessibility (for Disabled),Computer Interfaces,Comparative Analysis,Middle School Teachers,Secondary School Teachers,Science Teachers,Teacher Attitudes,Science Instruction,Middle School Students,High School Students,Visual Impairments,Hearing Impairments,Multiple Disabilities,Student Attitudes,Educational Planning,Classroom Techniques,Computer Uses in Education,Learning

The goal of the User-Centered Digital Library Project, conducted by the National Center for Accessible Media (NCAM) at WGBH, was to adapt the Teachers' Domain online digital library to enable teachers and students with disabilities to more readily use the resources in science classrooms. NCAM added accessibility features such as captions and audio descriptions to existing resources, tagged the resources to indicate which accessibility features they have, created an advanced search function that allows users to search for resources with particular accessibility features, and developed an accessibility portal that orients users to the adapted site. The EDC/Center for Children and Technology served as the external evaluator for the User-Centered Digital Library Project. The goal of the evaluation was to inform project activities and to document the impact of the adapted version of the digital library on teachers and students with disabilities. In Years 3 and 4 of the project, the evaluators conducted user testing with teachers and students with hearing, vision, and multiple disabilities including mobility impairments, to explore the potential impact that the adapted Teachers' Domain site may have on teachers and students with hearing, vision, mobility impairments and other disabilities. To better understand how the adaptations made on the Teachers' Domain impact users, they compared the use of and outcomes for the adapted site to those for the original site. They found a number of important differences: (1) Teachers' Lesson Planning; (2) Teachers' Classroom Use; (3) Students' Responses to the Teachers' Domain Resources; and (4) Student Learning and Understanding of Science Content. This study provides initial evidence of the potential impact of the adapted Teachers' Domain site on teachers' lesson planning, classroom practices, and student learning. Given its limited scope, it was not designed to investigate causal claims about the effects of the adapted site. However, the findings reported here are consistent with such causal connections and suggest hypotheses that could be explored in larger-scale experimental studies. (Contains 3 figures, 12 tables, and 1 footnote.)
Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning
Author: Light, Daniel
Date: 2010-06-28
Type: Reports - Descriptive
Subjects: Educational Technology,Master Teachers,Web 2.0 Technologies,Computer Uses in Education,Social Networks,Teaching Methods,Interviews,Computer Mediated Communication,Technology Integration,Innovation,Classroom Techniques,Student Evaluation,Computer Attitudes

This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States. With funding from Intel[R], the Education Development Center's Center for Children and Technology (EDC/CCT) interviewed or visited over 30 educators in 22 different schools throughout the country as they employed these tools in their classrooms in innovative ways. The authors also spoke with and observed a number of students in these schools. Over the two years of their research, the sample of teachers was drawn from the Intel[R] Teach Essentials course and the network of master teachers and training agencies that has grown up around that program. Through this network of educators, the authors sent out a request for volunteers to teachers that are experimenting with Web 2.0 technologies in their classrooms. During the first year they recruited 12 individual teachers, but for the second year they targeted districts with larger groups of teachers experimenting with Web 2.0 and were able to reach 27 educators across three districts. This report is divided into two sections: (1) a summary of some of the most frequent Web 2.0 applications they encountered and (2) a discussion of different themes and issues concerning the use of Web 2.0 tools in classrooms that emerged from all the interviews and visits. Appended are: (1) Tools that create or support a virtual learning environment; (2) Tools that support communication and cultivate relationships; (3) Resources to support teaching and learning; and (4) Tools enabling students to create artifacts representing what they are learning. A bibliography is included. (Contains 4 tables and 1 footnote.)
2011 North American Geographic Trend Report for GMAT[R] Examinees
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Educational Trends,Scores,Geographic Location,School Location,Sex,Age,Foreign Nationals,Foreign Students,Foreign Countries

The North American Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R] (GMAT[R]) during the 2007 and 2011 testing years (TY) and from the requested destination of their score reports forms the basis of this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is &quot;absolute&quot; change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is &quot;relative&quot; change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Significant differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the groups covered in this report. This is not surprising given the global nature of higher education today, which is characterized by innovation and constant change. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics for North American residents and schools. Appended are: (1) US Regional Category Descriptions; and (2) US State-by-State GMAT[R] Data. (Contains 26 tables, 24 figures and 1 footnote.) [Contributors include Alex Chisholm and Hillary Taliaferro Chan.]