ethanporcaro/eric-fulltext-meta huggingface dataset:
Survey of Evidence in Education for Schools (SEE-S) Technical Report
Author: May, Henry
Date: 2022-10-00
Type: Reports - Research
Subjects: Surveys,Schools,Educational Research,Research Utilization,Evidence,Decision Making,Educational Practices,Program Evaluation,Evaluation Methods,Knowledge Management,Test Validity,Test Reliability,Generalizability Theory,Information Sources,Research Training,Faculty Development,Data Interpretation

In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the &quot;Survey of Evidence in Education for Schools (SEE-S).&quot; It documents the major technical aspects of the development of SEE-S, including item development, sample selection, and reliability and validity assessment. Descriptive statistics for data collected during the survey field trial are also detailed in this report. Through the development and validation of multiple survey measures, this study aims to deepen the fields' understanding of the actions and activities that educators are involved in concerning the use of evidence in decision-making. [For the descriptive report, see ED628007. For the executive summary, see ED628009.]
The Relationship between Teacher Demoralization in Educational Policy Context and School Effectiveness
Author: Dilekçi, Ümit
Date: 2023-00-00
Type: Journal Articles
Subjects: Correlation,Educational Policy,School Effectiveness,Teacher Attitudes,Measures (Individuals),Work Environment,Psychological Patterns,Self Efficacy,Self Esteem,Teacher Characteristics,Gender Differences,Teaching Experience,Educational Attainment,Preschool Teachers,Elementary School Teachers,High School Teachers,Likert Scales,Institutional Characteristics,Foreign Countries

The current study investigates the association between teacher demoralization and perceived school effectiveness. The sample consists of 267 teachers working in the province of Batman during the 2021-2022 academic year. They were reached through convenient sampling. Two data collection tools were used in the study. To measure teachers' demoralization level, the &quot;Teacher Demoralization in Educational Policy Context Scale&quot; and the school effectiveness level &quot;Perceived School Effectiveness Scale&quot; were adopted. The demoralization scale was a self-reported one, and school effectiveness was measured based on teacher perceptions. Since the data were normally distributed, parametric tests were employed. Within the descriptive statistics, means and standard deviations were calculated, and Pearson correlation coefficients, simple and multiple regression analysis were conducted to reveal the associations between variables. The findings revealed that teachers were moderately demoralized, and they perceived their schools as moderately effective. There was a significant moderate level of negative association between teacher demoralization and perceived school effectiveness. Teacher demoralization was a significant predictor of school effectiveness. We discussed the findings based on the previous literature. The researchers made some suggestions based on the findings and for further research.
Could Shifting the Margin between Community College and University Enrollment Expand and Diversify University Degree Production in STEM Fields? Working Paper No. 244-0323-2
Author: Qian, Cheng
Date: 2023-03-00
Type: Reports - Research
Subjects: STEM Education,Community Colleges,College Enrollment,Enrollment,Human Capital,Labor Needs,Academic Degrees,Majors (Students),Enrollment Influences,Intercollegiate Cooperation,College Preparation,Student Diversity,Predictor Variables,Class Rank,Gender Differences,Educational Policy,Program Effectiveness,Universities,Labor Force Development

We examine the potential to expand and diversify the production of university STEM degrees by shifting the margin of initial enrollment between community colleges and 4-year universities. Our analysis is based on statewide administrative microdata from the Missouri Department of Higher Education and Workforce Development covering enrollees in all public postsecondary institutions statewide. We find that the potential for shifting the enrollment margin to expand degree production in STEM fields is modest, even at an upper bound, because most community college students are not academically prepared for bachelor's degree programs in STEM fields. We also find that shifting the enrollment margin is unlikely to improve racial/ethnic diversity among university STEM degree recipients. This is because community college students at the enrollment margin are less diverse than their peers who enter universities directly.
Does Regulating Entry Requirements Lead to More Effective Principals? Working Paper No. 213-0323-2
Author: Austin, Wes
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Effectiveness,Employment Qualifications,National Competency Tests,Academic Achievement,Elementary Schools,Administrator Characteristics,School Districts

Anecdotal evidence points to the importance of school principals, but the limited existing research has neither provided consistent results nor indicated any set of essential characteristics of effective principals. This paper exploits extensive student-level panel data across six states to investigate both variations in principal performance and the relationship between effectiveness and key certification factors. While principal effectiveness varies widely across states, there is little indication that regulation of the background and training of principals yields consistently effective performance. Having prior teaching or management experience is not related to our estimates of principal value-added.
Money Matters: Evidence Supporting Greater Investment in PK-12 Public Education. Research Talking Points for Advocates. Fair School Funding: A Resource Equity Report
Author: Education Law Center
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Educational Finance,Elementary Secondary Education,Public Education,Academic Achievement,Resource Allocation,State Aid,Expenditure per Student,Funding Formulas,Low Income Students,Educational Policy,Educational Change,School Desegregation,Educational Equity (Finance)

New research finds that increased spending on public education improves student achievement, thereby debunking the notion that &quot;money doesn't matter&quot; and making the case for greater investment in preschool-12 public education. How money is spent matters, but funding must also be adequate, equitable, and stable from year to year so that districts can be strategic in their spending and not have to cut one school resource to target funding towards another. This was the focus of discussion during a November 30 webinar co-sponsored by Education Law Center, ETS, and the Learning Policy Institute (LPI), featuring leading school finance experts Dr. Linda Darling-Hammond (LPI), Dr. Rucker Johnson (University of California, Berkeley) and Dr. Jesse Rothstein (University of California, Berkeley), with a welcome address by ETS President and CEO Amit Sevak and moderated by ELC's Executive Director David Sciarra. The research distilled within this report was discussed during the webinar and provides policymakers, stakeholders, and advocates with clear and tangible evidence to argue for greater investments in the public schools in their states.
Engaging Parents in Urban Public Schools: Examples of Two Teachers
Author: Gedik, Serafettin
Date: 2018-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Urban Schools,Parent Participation,Academic Achievement,Public Schools,Parent School Relationship,Teacher Attitudes,Teacher Effectiveness,School Districts,Parent Attitudes,Assistant Principals,School Counselors,Student Centered Learning,Test Preparation,Problem Solving,Parent Teacher Cooperation,Trust (Psychology),Culturally Relevant Education,Foreign Countries,Social Class,Models,Family School Relationship,School Community Relationship,Case Studies,Educational Strategies,Middle School Teachers,Vocational High Schools,High School Teachers,Institutional Characteristics,Neighborhoods,Socioeconomic Status

The extant literature indicates that parental engagement is positively related with student achievement (Celenk, 2003; Epstein, 1995, 2009, 2011; Gul, 2007; Henderson, Daviess, Johnson &amp; Mapp, 2007; Henderson &amp; Mapp, 2002; Kotoman, 2008; Jeynes, 2012; Sad, 2012; Sheldon &amp; Epstein, 2005; Sui-Chu &amp; Willms, 1996). Despite its promise for improving student achievement, parental engagement has been poorly understood and implemented in urban public schools. This study examines two exemplary teachers who were recognized school and district-wide for increasing parental engagement in their classrooms. The study further delves into their beliefs, experiences and practices within their specific contexts. Particularly, it focuses on exploring and capturing the existing teacher attitudes, perceptions and practices that have helped these two teachers improve parental engagement in their cases. This study utilized three qualitative data collection methods: interviews with twenty-one participants, observations of the field settings, and the analysis of the related documents. While interviews serve as the main data source, observations and document analysis were used in supporting, triangulating and complementing their findings. Data collection took place during the Spring of 2016 and concentrated on the two teachers selected for the study. The total of twenty-one participants consisted of the two teachers, fifteen parents, and four other school personnel (assistant principals and school counselors). The findings of the study document that both teachers were able to organize parents of their students around two different student-centered goals: preparing students for national exam and solving students' problems. The findings also indicate that both teachers spend a lot of extra time to communicate and collaborate with the parents of their students, and to engage parents with their children's education. The findings further suggest that the parents in in both cases were willing to collaborate with these teachers since parents believed that their engagement directly focused on and supported their children, instead of some school or teacher agenda. Also, the parents trusted both teachers, and were committed to collaborating with them thanks to these teachers' commitment to improving individual children's situations and create opportunities for the parents to do so.
Sample Size and Item Parameter Estimation Precision When Utilizing the Masters&apos; Partial Credit Model
Author: Custer, Michael
Date: 2023-03-30
Type: Speeches/Meeting Papers
Subjects: Sample Size,Item Response Theory,Test Items,Computation,Models,Error of Measurement,Scores,Generalizability Theory,Accuracy,Difficulty Level

This study utilizes an analysis of diminishing returns to examine the relationship between sample size and item parameter estimation precision when utilizing the Masters' Partial Credit Model for polytomous items. Item data from the standardization of the Batelle Developmental Inventory, 3rd Edition were used. Each item was scored with a &quot;0&quot; for no credit, a &quot;1&quot; for partial credit and a &quot;2&quot; for full credit. Two conditions were studied; the first used 40 items and the second 20 items. Item parameter estimates were examined relative to their &quot;true&quot; values by evaluating the decline in root mean squared error (RMSE) and the number of outliers as the level of sample size increased. The generalizability of these results may be limited due to this study's range of item score points, the number of items, and the range of the underlying scale. However, under both conditions, the majority of RMSE and outlier-reduction improvement was achieved once a sample size of 900 examinees had been reached. Diminishing returns were most notable with incremental increases to sample size beyond 1,000 examinees. Practitioners often encounter great variability in the number of items, item types, the number of item score points, the range of an assessment's underlying scale and the stakes associated with calibration objectives. Given this variability, practitioners might be encouraged to first simulate item data and vary the level of sample size to evaluate estimation precision across the scale through a similar review of RMSE and &quot;outliers&quot; as the level of sample size increases. Besides the consideration of sample acquisition costs, an evaluation of &quot;diminishing returns&quot; could aid practitioners in their selection of an appropriate sample size.
Digital Policy Glossary: Key Terms for Education Policy Leaders. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Technology Uses in Education,Access to Computers,Glossaries

Now more than ever, digital policies have moved to the forefront of education because they relate to how we ensure that students and teachers have access to the devices and internet speeds they need to learn at home and at school. As the federal government begins to roll out new investments to expand access to broadband services across the country, it is critical that state policymakers and education leaders use the same language to participate in collaborative discussions and develop well-informed digital policy strategies. This report outlines key terms to provide a fundamental knowledge to facilitate that conversation to implement a comprehensive approach to expanding digital access across their state.
The Research on Private Education Choice
Author: ExcelinEd
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Private Schools,School Choice,Graduation Rate,High School Graduates,College Attendance,Academic Achievement,Diversity (Institutional),Parent Attitudes,Taxes,Educational Benefits,Educational Research

A substantial body of research shows that when families can use state-sanctioned funds to pay for private school and other academic experiences, everyone wins. Students graduate high school and attain college degrees at higher rates, schools improve academic achievement and become more diverse, parents are satisfied, and taxpayers save money. A thorough literature review by the national organization EdChoice examines 175 rigorous studies of outcomes and impacts. A total of 151 studies show at least some positive effects, 12 find any kind of negative effect, and only 18 (about 10% of the total) find no visible impact one way or the other.
Are Harris County Students Prepared for Success after High School? Two Measures of College and Career Readiness Tell Very Different Stories
Author: Education Trust
Date: 2023-00-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,High School Graduates,Educational Attainment,Income,Postsecondary Education,Military Service,Academic Degrees,Educational Certificates,Student Characteristics,Socioeconomic Status,State Aid,Students with Disabilities,Low Income Students,Accountability,School Districts,Data Collection,Data Use,Academic Achievement

Texans ages 25-34 who earn an associate degree are nearly twice as likely to earn at least $50,000 per year than those who don't earn a degree (24% vs. 13%). Those earning a bachelor's degree or higher are nearly four times as likely to reach this self-sustaining wage (49% vs. 13%). If every eighth grader in Harris County were to earn an associate degree, that one graduating class would collectively earn nearly $818 million in additional annual income. Across the eight largest counties in Texas, annual income gains would total $6.1 billion. Today, only 22% of Harris County students complete a postsecondary certificate or program within six years of their high school graduation This brief explains the two different definitions for &quot;College and Career Readiness&quot; in Texas and the resulting outcomes for Harris County students so that policymakers and advocates can better assess and improve students' readiness to succeed after high school.
Leveraging Federal Stimulus Funds: Tennessee Leads the Way
Author: ExcelinEd
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Emergency Programs,COVID-19,Pandemics,Federal Aid,Educational Needs,State Departments of Education,Educational Finance,School Districts,Evidence Based Practice,Educational Strategies,Grants,Strategic Planning,Partnerships in Education,Advanced Placement,Philanthropic Foundations,State Aid,Kindergarten,Elementary Secondary Education

Through the American Rescue Plan (ARP), states received an amount of federal funds to address the educational needs of students during and after the pandemic. The stimulus funds created both opportunities and challenges for state educational agencies (SEAs). This brief highlights how the Tennessee Department of Education (TDOE) has used several strategies to ensure these funds have a positive impact, including helping districts invest in evidence-based strategies to produce significant and sustainable results for students.
Possible Ways of Increasing College Access among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging. Evaluation Report. NCEE 2023-003r
Author: Miller, Cynthia
Date: 2023-05-00
Type: Reports - Research
Subjects: Access to Education,Higher Education,Adult Education,Adult Students,Low Income Students,First Generation College Students,Program Effectiveness,Student Financial Aid,College Enrollment,Telecommunications,Handheld Devices,Information Dissemination,Barriers,Access to Information,Student Needs,Child Care,Transportation,Enrollment Rate,Two Year Colleges,Transitional Programs,Financial Aid Applicants,Federal Aid

Applying to college and securing financial aid are complex processes that can be barriers to college enrollment, particularly for individuals not entering directly after high school. These adults can seek out support from various organizations, including the U.S. Department of Education-funded Educational Opportunity Centers (EOCs), which operate from offices located within select colleges and community-based organizations. The EOCs primarily target their help to adults with low incomes and those who are potential first-generation college-goers. This study examines whether adding low-cost, text-based messaging can help EOCs more effectively work with their clients to increase clients' completion of the Free Application for Federal Student Aid (FAFSA) and college enrollment. About 3,500 EOC college-intending clients from 18 EOCs across the country were randomly divided into two groups: one received regular EOC services, and the other received EOC services plus a set of personalized, pre-programmed text messages focused on how to secure financial aid, complete key college enrollment steps, and navigate other potential barriers to college entry. The study compared the two groups to determine the effectiveness of the college transition text messaging. Key findings include: (1) Adding personalized text messaging to existing EOC services did not increase clients' rates of college enrollment or FAFSA completion; and (2) Although many clients completed important college-going tasks such as applying to college and submitting the FAFSA, 4 out of every 10 clients did not enroll in college. [For the Study Highlights, see ED628026. For the appendix, see ED628028.]
Possible Ways of Increasing College Access among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging. Study Highlights. NCEE 2023-003h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Access to Education,Higher Education,Adult Education,Adult Students,Low Income Students,First Generation College Students,Program Effectiveness,Student Financial Aid,College Enrollment,Telecommunications,Handheld Devices,Information Dissemination,Barriers,Access to Information,Student Needs,Enrollment Rate,Transitional Programs,Financial Aid Applicants,Federal Aid

For adults with low incomes and potential first-generation college-goers, enrolling in college can be challenging. The U.S. Department of Education-funded Educational Opportunity Centers (EOCs) provide supports to help navigate some of the barriers to enrollment, including assistance with completing college and financial aid application processes, academic advising, and personal counseling. This study evaluated a text messaging program as a supplement to EOCs' typical services. The program included a set of personalized, automated text messages focused on how to secure financial aid, complete key college enrollment steps, and navigate other potential barriers to college entry. The study compared the Free Application for Federal Student Aid (FAFSA) completion and college enrollment rates of these two groups to determine the effectiveness of the messaging program. This Study Highlight presents the following key findings from the study: (1) The addition of the messaging program to existing EOC services did not increase clients' rates of college enrollment or FAFSA completion; and (2) Although many clients completed important college-going tasks, roughly 4 out of every 10 did not enroll in college. [For the full Evaluation Report, see ED628025. For the appendix, see ED628028.]