ethanporcaro/eric-fulltext-meta huggingface dataset:
Opportunities to Reduce Fragmentation, Overlap, and Potential Duplication in Federal Teacher Quality and Employment and Training Programs. Testimony before the Committee on Education and the Workforce, House of Representatives. GAO-11-509T
Author: Dodaro, Gene L.
Date: 2011-04-06
Type: Reports - Descriptive
Subjects: Federal Programs,Teacher Effectiveness,Teacher Education,Teacher Employment,Efficiency,Organization,Coordination,Program Evaluation,Strategic Planning,Public Agencies

This testimony discusses US Government Accountability Office's (GAO's) recent report entitled "Opportunities to Reduce Potential Duplication in Government Programs, Save Tax Dollars, and Enhance Revenue." This report delineates dozens of areas across government where fragmentation, overlap, and potential duplication merit the attention of Congress and the Administration spanning a range of government missions: agriculture, defense, economic development, energy, general government, health, homeland security, international affairs, and social services. The report also describes other opportunities for federal departments, agencies or Congress to consider taking action on that could either reduce the cost of government operations or enhance revenue collections for the Treasury. Taking actions on these opportunities and reducing or eliminating duplication, overlap, or fragmentation could save billions of tax dollars annually and help agencies provide more efficient and effective services. With regard to issues of specific interest to this Committee, GAO found fragmentation, overlap, and potential duplication in the areas of federal programs to improve teacher quality and employment and training. Each of these areas is characterized by a large number of programs with similar goals, beneficiaries, and allowable activities that are administered by multiple federal agencies. Fragmentation of programs exists when programs serve the same broad area of national need but are administered across different federal agencies or offices. Program overlap exists when multiple agencies or programs have similar goals, engage in similar activities or strategies to achieve them, or target similar beneficiaries. Overlap and fragmentation among government programs or activities can be harbingers of unnecessary duplication. Given the challenges associated with fragmentation, overlap, and potential duplication, careful, thoughtful actions will be needed to address these issues. This testimony draws upon the results of our recently issued report and will address what is known about fragmentation, overlap, and potential duplication among federal teacher quality and employment and training programs. It also addresses options for Congress to help minimize fragmentation, overlap, and potential duplication and how it can use recent legislative tools to improve the effectiveness and efficiency of federal programs. (Contains 2 figures and 8 footnotes.)
Can Boys Succeed in Later Life if They Can't Read as Well as Girls?
Author: Jennings, Jack
Date: 2011-03-17
Type: Opinion Papers
Subjects: Gender Differences,Graduation Rate,Reading Tests,Academic Achievement,Males,Reading Skills,High Schools,Higher Education,Mathematics Achievement,Labor Force,Success,Futures (of Society)

In this paper, the author asks the question, "Can Boys Succeed Later in Life if They Can't Read as Well as Girls?" He notes troubling statistics that illustrate lower performance of boys compared to girls, including performance on state reading tests, and graduation rates from both high school and college. He says that the good news is that the recent national focus on improvement in math achievement for women has paid off, but that the bad news is that men are falling behind in the workforce, most likely because of their educational deficiencies.
State Test Score Trends through 2008-09, Part 3: Student Achievement at 8th Grade
Author: Chudowsky, Naomi
Date: 2011-04-00
Type: Reports - Research
Subjects: Grade 8,Accountability,Reading Achievement,Mathematics Achievement,Mathematics Tests,Educational Trends,Scores,Grade 4,Grade 10,Comparative Analysis,Achievement Gains,Cutting Scores

Over the past few decades, concerns have escalated about the quality of education in the U.S. for students in the middle grades. Children entering adolescence have unique educational, social, and emotional needs. How effectively the nation is educating these students has long been a topic of research and debate. This study by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of grade 8 students on the state reading and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). The authors chose to analyze grade 8 data because states tend to have longer test trend lines for grade 8 than for grades 6 and 7, and grade 8 is the middle grade tested for other national and international assessments. They looked at trends from 2002 (or a more recent year in some states) through 2009 for students overall and for the major subgroups tracked for NCLB accountability purposes. If students in the middle grades are doing poorly, as some analysts have charged, one might expect to see stagnant test scores and less progress relative to elementary or high schools. This study found, however, that grade 8 students seem to be doing fairly well as gauged by solid progress on state tests, particularly in math, and by comparisons with grade 4 and the high school grade tested in each state for NCLB. But at the advanced level of achievement, the authors found a problem of widening achievement gaps. Key findings from this study include the following: (1) Grade 8 gains; (2) Comparisons with grades 4 and high school; (3) Widening gaps in advanced achievement; and (4) Asian American performance at the advanced level. (Contains 7 tables and 1 footnote.) [For related reports, see &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot; (ED513962) and &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot; (ED513914).]
Degrees and Other Awards Conferred, 1998-99; Employees in Postsecondary Institutions, Fall 1999; Salaries of Full-Time Instructional Faculty, 1999-2000; Enrollment, Fall 1999; and Financial Statistics, Fiscal Years 1997-99. Statistics in Brief. NCES 2011-168
Author: Knapp, Laura G.
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Data Collection,Institutional Characteristics,Professional Continuing Education,School Statistics,Computation,Academic Degrees,Staff Utilization,College Faculty,Compensation (Remuneration),Enrollment,Educational Finance,Statistical Data

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (the 50 states and the District of Columbia) and other jurisdictions. For IPEDS, a postsecondary institution is defined as an organization that is open to the public and has as its primary mission the provision of postsecondary education. IPEDS defines postsecondary education as formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This includes institutions that offer academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Due to budgetary constraints at the time, data contained in this Statistics in Brief were not imputed or otherwise adjusted for the purposes of reducing nonresponse bias when originally collected, and therefore, the data were not released to the public. The data have now been analyzed for nonresponse and appropriate imputations have been conducted. Appendices include: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 30 tables and 7 footnotes.)
Treatment of Nonresponse Items on Scale Validation: What &quot;Don't Know&quot; Responses  Indicate about College Readiness
Author: Lombardi, Allison
Date: 2011-04-00
Type: Reports - Research
Subjects: Measures (Individuals),Readiness,Validity,High School Students,Responses,Differences,Statistical Analysis,Comparative Analysis,Student Characteristics

In this study, Don't Know/Not Applicable (DK/NA) responses on a measure of academic  behaviors associated with college readiness for high school students were treated with: (a)  casewise deletion, (b) scale inclusion at the lowest level, and (c) imputation using E/M  algorithm. Significant differences in mean responses according to treatment method resulted.  Comparisons of survey completers and noncompleters revealed first generation students have a significantly higher number of DK/NA responses. Results indicate a potential external validity threat in treating DK/NA responses with casewise deletion or imputation because noncompleters would be removed or reduced, and the unique needs of first generation students could be overlooked. Findings support scale inclusion at the lowest level as the most appropriate treatment of nonresponse items. (Contains 3 tables and 4 figures.)
The Impact of Extended Professional Development and a Comprehensive Approach to Assessment on Teacher Use of Assessment for Learning Practices
Author: Robinson, Jack
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Learning Strategies,Faculty Development,Evaluation Methods,Problem Based Learning,Elementary School Teachers,Urban Schools,Teacher Surveys

This study sought to examine the impact of teachers' participation in an extended period of embedded professional development (PD) emphasizing teachers' use of assessment for learning practices (AFL) in extended problem based units of instruction within a comprehensive AFL framework. The extended and comprehensive approach of using both course work and learning teams provided them with an in-depth understanding of these practices and the opportunity to apply that understanding in their daily work with their students. The eight elementary grade teachers' assessment practices changed dramatically as a result of the PD provided. Those changes were maintained even after external support was withdrawn, and teachers intended to continue the use of AFL strategies in the future. &quot;Survey: Knowledge and Use of Assessment and Assessment for Learning Strategies&quot; (Appendix A) is appended. (Contains 4 tables.)
Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?
Author: Lyttle, LeighAnne
Date: 2011-04-07
Type: Reports - Evaluative
Subjects: Learning Theories,Socialization,Observational Learning,Tutors,Peer Teaching,English (Second Language),Second Language Instruction,Second Language Learning,Imitation,Spanish Speaking,Teaching Methods,Memory,Coding,Cognitive Processes

This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning. By studying how humans learn and remember, teachers can get a better grasp on how to improve teaching techniques and displaying information to students. By studying the social learning theory it shows that people learn from each other, including such notions as observational learning, imitation, and modeling. Used in conjunction with each other, these theories help explain how people learn and give insight to the best method to teach ESL to Spanish speakers. The research question is: "Do peer tutors help teach English as a second language to foreign language speakers more successfully?"
Exploring the &quot;Boy Crisis&quot; in Education
Author: Cappon, Paul
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Males,Achievement Gap,Gender Differences,Educational Trends,Elementary Secondary Education,Postsecondary Education,Foreign Countries,Vocational Education,Education Work Relationship,Educational Policy,Graduation Rate,High School Graduates,Educational Research,Barriers,Instructional Effectiveness

The issue of the &quot;boy gap&quot; or &quot;boy crisis&quot; in education has been the subject of increasing attention across a number of Organization for Economic Cooperation and Development (OECD) countries. Given the importance of this issue and the need to better understand the situation in boys' education, this report draws on material and data from a review of websites, research reports and relevant data sources, as well as informal consultations with some official and expert sources, to scope out four main questions: (1) What is the situation regarding education and training participation and results for boys and men throughout the OECD, including post-secondary education and trades?; (2) Are there policies and practices in place to attenuate unfavourable trends?; (3) What are Canadian jurisdictions doing?; (4) What do individuals know about the success and failure of various models OECD-wide with a focus on Germany, the United States, Australia and the United Kingdom? Evidence of effectiveness of particular models or interventions is not easy to find. While frustrating, this is perhaps not surprising in light of the fact that the central question of the meaning and implications of this &quot;boy gap&quot; is freighted with complexity, ambiguity and uncertainty--and not a little controversy. A major meta-analysis of thousands of studies on the contribution of various factors affecting student achievement concludes that gender differences account for an impact of only 0.12 of a standard deviation, which raises the question of &quot;why we are so constantly immersed in debates about gender differences in achievement--they are just not there.&quot; In other words, the similarities between males and females are much more striking than the differences, and, &quot;overall, the differences between males and females should not be of major concern to educators. There is more variance within groups of boys and within groups of girls than there are differences between boys and girls.&quot; On the basis of this very quick, and admittedly non-comprehensive, review of materials from several jurisdictions on the topics identified, the &quot;boy crisis&quot; as a label, therefore, seems to be a potentially useful entry point into examination of a number of societal, cultural, educational, economic and labour-market issues of importance. But it should be viewed as just that--an entry point--highlighting the need for more nuanced and disaggregated attention to be paid to the various kinds of interventions that might be helpful in &quot;attenuating&quot; problematic outcomes for boys--or, more precisely, for particular sub-populations of boys. (Contains 4 tables and 63 footnotes.)
How Do Vocabulary Interventions Affect Young At-Risk Children's Word Learning: A Meta-Analytic Review
Author: Marulis, Loren M.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Meta Analysis,Intervention,Academic Achievement,At Risk Students,Effect Size,Scores,Vocabulary Development,Reading Instruction,Language Tests,Instructional Effectiveness

This meta-analysis is designed to build on the existing knowledge base by examining vocabulary interventions specifically for factors associated with child outcomes for at-risk children. Specifically, the authors addressed the following questions: (1) To what extent are vocabulary interventions an effective method for at-risk children prior to conventional reading instruction?; (2) What factors (e.g., pedagogical, methodological, intervention, or design) are associated with significant word learning gains for children at-risk?; (3) (How) are various risk populations (e.g., SES, ELL, low academic achievement, low vocabulary pretest scores) differentially affected?; and (4) How do cumulative risk factors affect children's vocabulary gains? The authors' results provide strong evidence for the overall effectiveness of vocabulary interventions for young, at-risk children. The effect sizes obtained are considered both educationally significant (Lipsey &amp; Wilson,1993) and large (Cohen, 1988). Due to the inclusion of 14 unpublished studies (36% of the sample) with significantly lower effect sizes, it is possible that their overall effect size is a low estimate. The authors' results indicate that even more powerful interventions than have generally been conducted are needed for at-risk children and that the mechanisms through which to achieve this are related to the type of intervener, the explicitness of instruction, and whether specific words are targeted prior to the intervention. Altogether, their meta-analysis provides some promising recommendations for classroom settings for at-risk children. However, these moderator analyses should not be interpreted as testing causal relationships (Cooper, 1998; Viechtbauer, 2007). Rather, their results should be verified through experimental manipulations that vary these factors systematically. (Contains 5 figures and 6 tables.)
Mercer Middle School Case Study: High Science and Math Achievement
Author: Washington State Board of Education
Date: 2010-10-28
Type: Numerical/Quantitative Data
Subjects: Recognition (Achievement),Academically Gifted,Low Income Groups,Graduation Rate,Language Arts,Program Effectiveness,Middle Schools,Science Achievement,High Achievement,Mathematics Achievement,Achievement Gap,Accountability,Educational Improvement,Reading Achievement,Writing Achievement,Minority Group Children

To spotlight effective practices, the Washington State Board of Education (SBE) is highlighting schools that are closing achievement gaps and performing at high levels. In 2009, the SBE partnered with the Office of Superintendent of Public Instruction (OSPI) to create the Washington Accountability Index. The Index is a new way to measure schools' improvement, the degree to which they close gaps for low income students, and starting in the 2009-2010 school year, the closing of the gap for students of color. Through the Measurement of Student Progress, the High School Proficiency Exams, the Washington Assessment of Student Learning (prior to 2010) as well as graduation data, the Index provides schools with a &quot;snapshot&quot; of their achievement in language arts, math, science, and extended graduation rates. The Index takes into account improvement from the previous year and a school's relative performance compared to demographically similar schools. In the spring of 2010, SBE and OSPI awarded top Index performers with the Washington Achievement Award. A statewide recognition ceremony honored 174 schools for exemplary performance in language arts, math, science, graduation rate, gifted education, and overall excellence (top five percent statewide). From the list of overall excellence award winners, SBE selected a few ethnically diverse schools with the highest percentages of low-income students (measured by students eligible for free and reduced-price meals). These are examples of schools that are beating the odds and are closing the academic achievement gaps. The purpose of this case study is to learn from Mercer Middle School's success and hopefully incorporate similar professional practices in other schools. (Contains 4 sources.)
The Washington State Board of Education: Accountability Index
Author: Washington State Board of Education
Date: 2010-02-02
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Change,Accountability,Educational Legislation,Educational Assessment,Intervention,Outcomes of Education,Educational Indicators,Federal Programs,Elementary Secondary Education,Measures (Individuals),Academic Achievement,Achievement Gap

There is growing momentum all across the country for substantial change to the accountability provisions of the No Child Left Behind Act (NCLB). Pending Congressional reauthorization of the NCLB Act presents an opportunity for change. At the same time, the Obama administration has signaled its understanding of the need for change by proposing regulations requiring a vastly simpler set of metrics that schools must meet to win federal &quot;Race to the Top&quot; grants for school improvement efforts. The Washington state Legislature directed the State Board of Education (SBE) to develop a simpler, fairer, more informative accountability index to identify schools that deserve recognition and those that need additional support or intervention to improve. This new Accountability Index could, if approved by Congress, replace the current NCLB requirements. The federal Department of Education could also grant a waiver that allows Washington state to use this system in place of the one required by NCLB. The SBE and the Office of Superintendent of Instruction (OSPI) intend to use this new, locally created Accountability Index to assess the quality the state's schools beginning in 2010. This paper provides an overview of this new Accountability Index.
Linking Learning to the 21st Century: Preparing All Students for College, Career, and Civic Participation
Author: Saunders, Marisa
Date: 2011-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: High Schools,Educational Change,Vocational Education,Difficulty Level,Student Diversity,Labor Force,Citizen Participation,Secondary Education,Instructional Effectiveness,Readiness,Careers,Curriculum Development,Educational Finance,Education Work Relationship,Academic Achievement

Many states are currently developing high school reforms labeled &quot;Linked Learning&quot; (formerly known as Multiple Pathways) built on the fundamental insight that career and technical education can be academically rigorous. Linked Learning policies also allow students to gravitate to schooling themes that are personally relevant, and they hold the potential to substantially improve secondary schooling. But if poorly designed or enacted, the reform will only maintain the same old vocational education programs or &quot;alternative&quot; schools, continuing discredited practices of ability tracking rather than transforming the comprehensive high school. This new brief provides recommendations, including proposed statutory language, that meets the criteria for designing and implementing effective Linked Learning curriculums. As the brief's authors suggest, such a genuine approach to Linked Learning will help to meet the learning needs of a diverse student population and respond to society's need for a productive workforce and engaged citizenry. (Contains 7 notes.)