ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s and Young People&apos;s Reading in 2016: Findings from Our Annual Literacy Survey 2016
Author: Clark, Christina
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,National Surveys,Literacy,Children,Adolescents,Literature Appreciation,Reading Motivation,Reading,Reading Ability,Reading Materials,Reading Attitudes,Recreational Reading,Reading Achievement,Gender Differences,Age Differences,Literary Genres,Racial Differences,Comparative Analysis,Tables (Data),Elementary Secondary Education

We have conducted the national annual literacy survey since 2010 and have surveyed young people on literacy issues since 2005. This report outlines findings about children's and young people's reading from our seventh annual literacy survey conducted in November/ December 2016 and where possible relates those findings back to our other reading surveys dating back to 2005. 42,406 children and young people aged eight to 18 participated in our online survey in 2016. Key findings include: (1) Levels of reading enjoyment again increased. In 2016, 58.6% of children and young people enjoyed reading either very much or quite a lot; 32.7% only enjoyed reading a bit and 8.7% did not enjoy reading at all. Overall, the percentage of children and young people who enjoyed reading is up from 54.8% in 2015; (2) Levels of daily reading decreased significantly. While daily reading levels had increased between 2013 and 2015, they dropped again in 2016 to levels last seen in 2012, decreasing from 43.0% in 2015 to 32.0% in 2016; (3) Text messages, websites and song lyrics were most frequently read outside class at least once a month by children and young people in 2016. With the exception of song lyrics and non-fiction, reading across all formats decreased between 2015 and 2016; (4) On average, children and young people read 4.6 books in a typical month; (5) In 2016, children and young people spent, on average, 2.5 times as many minutes reading something online (88.28 minutes) as they spent reading a book (32.99 minutes); (6) Nearly 6 in 10 children and young people (58.9%) in 2016 said that they have a favourite book or story. This percentage is slightly lower to the one we reported in 2015. &quot;Diary of a Wimpy Kid&quot; continues to be the children's and young people's favourite in 2016, followed by Harry Potter, Tom Gates and &quot;Girl Online&quot;; and (7) Children and young people in 2016 were mostly motivated to read by achievement, followed by interest and an extrinsic concern of reading for approval. [Funding from Slaughter and May to enable the National Literacy Trust to conduct the survey.]
Children&apos;s Reading in Birmingham in 2018: A Baseline. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2018-06-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Instruction,Elementary School Students,Student Attitudes,Reading Attitudes,Reading Habits,Reading Skills,Recreational Reading,Family Environment,Socioeconomic Influences,School Libraries

England's Birmingham Education Partnership (BEP) commissioned the National Literacy Trust to conduct a survey at the start of a Strategic School Improvement Fund (SSIF) project to improve reading in primary schools in the city. The survey was based on a questionnaire used nationally to gather responses from nearly 50,000 children and young people between November 2017 and January 2018. Responses to many questions could therefore be compared with the national picture for England. Some questions in the national survey, which focused on writing, were removed and replaced with questions on vocabulary and understanding so as to improve BEP's understanding of possible barriers to reading attainment. Based on data from 4,230 children aged 8 to 11 from 41 primary schools, findings include: (1) Most respondents enjoy reading; (2) Over 36% read in their free time on a daily basis; (3) Children rate their own reading skills to be very good; (4) Most children believe reading will help them learn more; (5) Most children enjoy learning new words; (6) Half of children read with someone at home, usually on a daily basis; and (7) Nearly two in three use their school library.
Step Up for Students Schools Partner with NWEA and See Accelerated Student Growth. Dunnellon Christian Academy and Kingdom Academy, FL. Case Study: MAP Growth
Author: NWEA
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Student Evaluation,Performance Based Assessment,Professional Development,Private Schools,At Risk Students,Low Income Students,Elementary School Students,Secondary School Students

The principal at Dunnellon Christian Academy in Dunnellon, Florida, was tired of trying to use complicated, outdated student data to make educational decisions. She learned of the partnership between Step Up For Students (SUFS) and NWEA® that enables schools to use the MAP® Growth™ interim assessment. MAP Growth measures what students know and what they are ready to learn next by dynamically adjusting to each student's performance--whether a student performs on, above, or below grade level. Since the fall of 2016, the SUFS and NWEA partnership has demonstrated positive results for participants. As part of the partnership, administrators and teachers are offered 20 hours of free professional learning from the SUFS Office of Student Learning. Educators learn to apply MAP Growth reports and differentiate their instruction in response to student achievement and growth data. Teachers from Kingdom Academy in Miami participated in the free professional learning, and as a result, their students' growth has accelerated. Both schools have also seen improved communication around MAP Growth data with parents and students.
Average MAP Growth Test Durations
Author: NWEA
Date: 2018-08-00
Type: Numerical/Quantitative Data
Subjects: Achievement Tests,Test Length,Achievement Gains,Mathematics Tests,Reading Tests,Language Tests,Science Tests,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10

Thousands of U.S. school districts and many international schools use MAP® Growth™ to monitor the academic growth of their students and to inform instruction. The MAP Growth assessment is untimed, meaning that limits are not placed on how much time a student has to respond to the items. However, to help schools understand the amount of time MAP Growth assessments typically take, this document presents tables depicting the average MAP Growth testing durations by content area and grade based on aggregated test durations from student tests during the 2016-17 and 2017-18 school years. The tables are intended to provide educators with general ranges that indicate how long students normally take to complete a MAP Growth assessment, as well as the normal differences in test duration across terms. They are based on the measured test durations for all students who took MAP Growth Mathematics, Reading, Language Usage, and Science assessments in 2016-17 and 2017-18. These tables show the mean test durations, median durations (50th percentile), extremely long durations (90th percentile), and extremely short durations (10th percentile) by testing season, content area, and grade. The tables also provide the average test durations for Spring 2017 high-performing students (i.e., students in the 90th achievement percentile and above) in Mathematics and Reading, as well as the differences in durations between testing seasons.
Kansas School Uses MAP Skills to Close Gaps in Learning for All Students. El Dorado Middle School, KS. Case Study: MAP Skills
Author: NWEA
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Middle Schools,Skill Development,Progress Monitoring,Teaching Methods,Individualized Instruction,Achievement Gains,Language Skills,Mathematics Skills,Reading Skills,Elementary Secondary Education,Grade 6,Grade 7,Grade 8

El Dorado Middle School, Kansas, is using MAP® Skills™ from NWEA® to ensure every single student is getting instruction where they need it most, and it is having a huge impact on student growth and achievement, including special education students. Besides empowering students to monitor their own learning, MAP Skills enables teachers to move students forward. The state mandates that El Dorado educators provide targeted, individualized instruction for all students, and MAP Skills provides a building-wide platform for this. Teachers first analyze MAP Growth data to find the lowest instructional areas; then, they select a single strand to focus on in each subject. A recent focus has been on number sense and language usage--two key areas of need. After assigning a Skills Locator test in the focus strands, teachers group students by missing skills and provide targeted instruction. Finally, they retest using Mastery Checks within MAP Skills. El Dorado repeats this process until every student masters the skills that they were missing. Teachers also provide an individual data sheet for each student, allowing them to track their own progress and take ownership of their learning.
Finding Simplicity on the Other Side of Complexity: A &quot;Strategic Planning Process&quot; Streamlines District Work and Improves the System for All
Author: Harnack, Jay
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Administration,Strategic Planning,Educational Planning,School Districts,Public Schools,Educational Improvement,Educational Change,Sustainability,Outcomes of Education,Academic Achievement,School District Autonomy,Leadership,Progress Monitoring

Managing a public school district today has, most certainly, become a labyrinth of elaborate endeavors. Leaders at all levels find themselves pulling on a Gordian knot of processes that were intended to improve schools but have instead become asynchronous, disconnected, and redundant. A school district in Pinedale, Wyoming, has found that taking a systems approach to strategic planning not only simplifies district work but also increases the success of principals, teachers, and students. In this report, the superintendent of Sublette County School District #1, and a senior director at Mid-Continent Research for Education and Learning (McREL), show how a strategic planning process reduces redundancy and workload by integrating district goals, strategic planning, and school improvement into one streamlined process. By establishing conditions for success rather than reacting to problems, this process creates meaningful, sustainable change that results in the ultimate outcome: improved student achievement districtwide.
What&apos;s Wrong with High School Testing and What Can We Do about It?
Author: Marion, Scott
Date: 2018-04-24
Type: Reports - Descriptive
Subjects: High School Students,Student Evaluation,Standardized Tests,Federal Legislation,Educational Legislation,State Standards,Achievement Tests,College Entrance Examinations,Surveys,Accountability

There seems to always be a new twist on high school testing in the U.S.; testing that is, at least in part, mandated by federal education law. As someone who grew up taking the New York State Regents exams, the author has thinking about high school testing for a long time. In this report, the author offers some thoughts about the current state of high school testing, exploring the tradeoffs with some of the common approaches. The author concludes with some thoughts about how educators might improve the current state of affairs.
Framing, Not Blaming: Improving Latino College Transfer in Texas
Author: Santiago, Deborah A.
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Transfer Students,College Credits,Student Financial Aid,Shared Resources and Services,Data,Teacher Participation,College Faculty,Transfer Policy,State Policy,Two Year College Students

The report expands knowledge about Texas Latino students while providing higher education institutions and policymakers across the country with actionable information to help more Latino students graduate. Stakeholders in Texas have diverse strategies to improve the pathways to college completion. However, too often discussion on transfer pathways focus on segments and stakeholders to blame for breaks in the pathway. The purpose of this report is twofold: (1) to reframe the options to improve college pathways from blame to shared ownership and action; and (2) to support discussions translating effective institutional practices into policy strategies that can improve the transfer pathway for Latino and other post-traditional students in Texas. The report highlights four areas between and within institutions where state policy might improve Latino student transfer and success: (1) transferability of credits; (2) data sharing; (3) access to financial aid; and (4) faculty involvement.
Guidance on the Use of Student Test Results in Teacher Evaluation Systems. NWEA Research
Author: NWEA
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Guidance,Testing,Test Results,Information Utilization,Teacher Evaluation,Test Selection,Benchmarking,Test Use,Alignment (Education),Standards,Teacher Effectiveness,Evaluation Criteria,Educational Objectives

This document presents issues that should be considered before student test results are used in evaluations of teacher performance. As the stakes attached to student test results have increased, so has the need for educators to make informed decisions about the types of tests used to generate data for these purposes and the way student test results will be used. The following issues should be considered by school and district leaders prior to using test results as an evaluation tool: (1) test selection; (2) proficiency vs. growth; (3) alignment of content assessed and content taught; and (4) context in goal setting.
How Atlas Prep Uses MAP Growth to Support Students in Poverty and Help Them Grow. Atlas Preparatory School, CO. Case Study: MAP Growth
Author: NWEA
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Low Income Students,Poverty,Achievement Gains,Academic Achievement,Achievement Tests,Charter Schools,Elementary Secondary Education

There are many barriers to learning, among them are poverty, food insecurity, mobility, and access. Atlas Preparatory School in Colorado Springs, Colorado, attempts to remove these barriers and provide stability, structure, and support--for kids and their parents. They know if they're on the right track and students are learning by using MAP® Growth™ from NWEA®. Stability is crucial for a school that enrolls students coming from high mobility backgrounds--and serves students living in poverty. It is typical for Atlas students to have already attended three or four different schools by the time they arrive at Atlas. Atlas aims to turn this around, however, by offering support in many forms, such as free school supplies, free uniforms, free transportation, a food pantry, and housing assistance for families. In addition, Atlas is focused on helping students grow--no matter where they are. One of the best things about MAP Growth is that it provides a stable measure over time to assess student growth and discover what each student's goals should be and what can be done to change their pathway. One other way MAP Growth helped Atlas at the school level was in recognizing summer learning loss. Instead of moving forward, MAP Growth data suggested that students were losing the first month of school to re-teaching, so Atlas acted by starting a 3-week tuition free summer enrichment program. At Atlas, their ultimate vision is to use education to transform their students' lives. Atlas aims to prepare students for life after high school--and beyond. &quot;What matters is how we can help our students grow and get them to a place where they're ready for high school, college, or the workplace,&quot; says Casey McComsey, Chief of Staff at Atlas Prep.
Use of the &quot;Equity Indicator&quot; in State ESSA Accountability Systems
Author: Marion, Scott
Date: 2017-12-27
Type: Reports - Descriptive
Subjects: Educational Indicators,Equal Education,State Standards,Accountability,Educational Quality,Alignment (Education),Educational Legislation,Elementary Secondary Education,Federal Legislation

The author is disappointed to hear about the feedback that several states have received from the United States Department of Education (USED) regarding the proposed additional indicator of school quality and student success for grades 3-8. The &quot;equity indicator&quot; has been used in Wyoming and Utah for several years and there is substantial evidence of its sound technical properties and important consequential benefits. Additionally, a very similar approach has been used in Florida with similarly positive results. The purpose of this memo is to make the case that the &quot;equity indicator&quot; is consistent with both the letter and spirit of ESSA and it is essential to allow states the promised flexibility to design an accountability system that best support the state's theory of improvement.
Addressing the Health Literacy Needs of Adult Education Students. Practitioner&apos;s Guide #4
Author: Mooney, Angela
Date: 2013-05-00
Type: Guides - Non-Classroom
Subjects: Health Education,Adult Education,Family Literacy,Teacher Role,Health Promotion,Knowledge Level,Literacy,At Risk Persons,Social Influences,Educational Attainment,Language Usage,Socioeconomic Status,Racial Differences,Ethnicity,Intervention,Skill Development,Prior Learning

The purpose of this guide is to inform practitioners about the current descriptions of health literacy and the relevance of this topic to adult education and family literacy practices. The adult education and family literacy educators play a key role in teaching and enhancing health literacy in the classroom.
NWEA Guidance on the Interpretation and Use of New Engagement Metrics in MAP Growth Reports
Author: NWEA
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Achievement Gains,Test Interpretation,Reaction Time,Guessing (Tests),Response Style (Tests),Scores,Validity

This document describes the following two new student engagement metrics now included on NWEA™ MAP® Growth™ reports, and provides guidance on how to interpret and use these metrics: (1) Percent of Disengaged Responses; and (2) Estimated Impact of Disengagement on RIT. These metrics will inform educators about what percentage of items from a student's test event were rapidly guessed, and what the estimated impact of that rapid guessing was on a student's final RIT score. When combined with the notification system that alerts proctors when students are disengaged, these features should provide educators with actionable information about a student's overall engagement during a test. This information is useful when interpreting student test scores, and provides additional insight around which students might be considered for retesting to maintain the validity and integrity of test results. This brief report discusses the &quot;percent of disengaged responses&quot; metric and the estimated impact of disengagement on the validity of a student's final RIT score. It closes with recommendations on how to handle various percentages of disengaged responses.
Parent Engagement and Leadership Opportunities: The Benefits for Parents, Children, and Educators. Practitioner&apos;s Guide #6
Author: Toso, Blaire Willson
Date: 2016-05-00
Type: Guides - Non-Classroom
Subjects: Parent Participation,Leadership Training,Family Literacy,Family School Relationship,Parent Education,Parent Teacher Cooperation,Self Efficacy,Social Capital,Hispanic Americans,Early Intervention,Elementary Secondary Education

This guide discusses incorporating leadership training and opportunities into parent involvement and family literacy programs. By doing this, parents can have a meaningful voice in social and educational issues, and educators can have a better understanding of the benefits of working with and supporting parent as equal partners in schools and communities.
Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs. Practitioner&apos;s Guide #3
Author: Shaughnessy, Colleen
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Family Literacy,Parents,Parent Participation,Immigrants,Adult Literacy,Adult Education,Cultural Awareness,Trauma

The purpose of this guide is to provide recommendations for educators working with preliterate and beginning literacy level parents in family literacy and parent involvement programs. This guide is motivated by the growing presence of immigrant learners in schools and family literacy programs. Over 20% of public school children have immigrant parents, and 15% of these parents have less than a ninth grade education (Urban Institute, 2006), a group that no doubt includes adults who are preliterate or beginning literates in their native language. Numerous studies indicate the importance of developing a foundation of literacy practices at young ages. Immigrant children are less likely than U.S.-born children to be placed in daycare and more likely to be cared for by family members (Urban Institute, 2006). Thus, preliterate and beginning literacy parents and grandparents are likely to be caregivers for young children, and a primary influence on their language and literacy development. After summarizing research on teaching preliterate adults, this brief describes considerations for tailoring family literacy and parent involvement to the needs of preliterate caregivers.
Programs to Watch: Supporting Young/Innovative Programs. Highlighting What Works for Latino Student Success
Author: Excelencia in Education
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Program Effectiveness,Student Needs,Culturally Relevant Education,Community Colleges,Graduate Study,Undergraduate Study,Educational Innovation

Every year, &quot;Excelencia&quot; in Education receives submissions for Examples of &quot;Excelencia&quot; from across the country. Our criteria for recognition are focused on a program's success backed by evidence that shows its effectiveness in serving Latino students in higher education. Since 2005, we have recognized over 280 different programs that serve Latino students through evidence-based practices. However, there are many submissions from programs that are too new or do not have the metrics to fully measure their effectiveness. For this reason, &quot;Excelencia&quot; has created &quot;Programs to Watch.&quot; This effort brings attention to innovative and/or up and coming programs. We encourage policy makers, funders, researchers, and other stakeholders committed to improving Latino student success to take note of these programs as they continue to grow and serve students in their communities and institutions. This year's Programs to Watch features 19 programs from multiple states, including Maryland, Wisconsin, Tennessee, Oklahoma, and Pennsylvania.