ethanporcaro/eric-fulltext-meta huggingface dataset:
Talk for Literacy: Evaluation Report and Executive Summary
Author: Styles, Ben
Date: 2015-02-00
Type: Reports - Research
Subjects: Intervention,Vocabulary Development,Narration,Literacy,Secondary School Curriculum,Teaching Assistants,Control Groups,Experimental Groups,Reading Comprehension,Reading Ability,Statistical Significance,Effect Size,Program Effectiveness,Program Evaluation,Cost Effectiveness,Observation,Journal Writing,Program Implementation,Facilitators (Individuals),Learning Activities,Delivery Systems,Barriers,Fidelity,Reading Achievement,Listening Comprehension,Listening Skills,Speech Communication,Speech Skills,Foreign Countries

This NFER report has been produced for the Education Endowment Foundation and its evaluation of a speaking and listening intervention combining two programmes: the Vocabulary Enrichment Intervention Programme (VEIP) and the narrative Intervention Programme (NIP). The intervention was used with pupils who needed extra support to improve their literacy (either not having reached Level 4 at Key Stage 2 or considered &quot;vulnerable&quot; Level 4 readers). The aim was to enhance pupils' literacy by improving their vocabulary and narrative skills. Five Teaching Assistants (TAs) and one teacher in three secondary schools received training on the VEIP, the NIP and speech, language and communication difficulties. They delivered the VEIP to 118 Year 7 pupils in small groups (three to eight pupils) between September, 2013, and December, 2013, and the NIP between January, 2014, and March, 2014. The programme was evaluated using a randomised controlled trial which compared the intervention to a &quot;business-as-usual&quot; control group. The delivery and evaluation of this project was funded by the Education Endowment Foundation as one of 23 projects focused on literacy catch-up at the transition from primary to secondary school. It was one of four projects funded with a particular focus on reading comprehension. Key Findings: (1) The speaking and listening intervention had a moderate impact on overall reading ability but this was not statistically significant (although was on the border of being so); (2) The intervention had a significant impact on pupils' ability in passage comprehension; an effect size of 0.25, equivalent to approximately 3 months of additional progress compared to control pupils; and (3) The intervention had no significant impact on pupils' ability to complete written sentences or accurately recall spoken sentences. The following are appended: (1) Model Results; (2) Padlock Rating; (3) Parental Consent Letter; (4) Example SPSS Randomisation Syntax; and (5) Cost Rating.
A Framework for Evaluating Implementation of Workforce Education Partnerships and Programs. Research Brief
Author: Yarnall, L.
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Partnerships in Education,Program Evaluation,Program Implementation,Community Colleges,Employers,Instructional Materials,Educational Quality,Instructional Effectiveness,Research Methodology

Spurred by a demand to prepare more American workers for middle-class jobs in high technology industries, funders are investing aggressively in large-scale partnerships between community college workforce educators and employers. Despite such investments, however, few broadly usable insights have been gleaned about effective partnership and workforce program implementation. That gap limits the national capacity for identifying the best practices of these partnership efforts--identification that is needed for scaling the practices up for broader use to improve workforce education programming. To address this problem, from 2009 to 2015, researchers from SRI International's Education Division studied community college workforce educational implementation in five industries and geographic regions. That work has resulted in the Workforce Education Implementation Evaluation (WEIE), a framework for evaluating hard-to-measure aspects of the design, development, and delivery of workforce education partnerships and programs. Partnership strategies between employers and community colleges permit local regions to make adjustments in their workforce education system to ensure adequate supplies of skilled workers to meet employer demand.
Academies: It's Time to Learn the Lessons. NFER Thinks: What the Evidence Tells Us
Author: Worth, Jack
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Career Academies,Outcomes of Education,Case Studies,Educational Development,Strategic Planning,Educational Policy,Educational Change,Institutional Autonomy,Administrative Change,Investment,Governance,Partnerships in Education,Barriers,Formative Evaluation,Foreign Countries

Academies are now a part of the English school landscape. Future policy should focus on learning the lessons from the growth of academy schools. In this &quot;NFER Thinks,&quot; the author presents the case that any future expansion in the number of academies should be motivated by a clear vision of the long-term outcomes for learners that academisation is aiming to achieve. The author also argues that evaluation should be embedded in the process.
What You Don't Find out about England's Educational Performance in the PISA League Table. Election Factsheet
Author: Burge, Bethan
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,Comparative Analysis,Mathematics Achievement,Economic Climate,Adolescents,Alternative Assessment,Test Results,Student Attitudes,Educational Practices,Parent Role

This election factsheet highlights the following points: (1) It isn't always possible to say with certainty from looking at a country's rank in the PISA educational league tables alone whether one country or economy has definitely performed better than another; (2) England's position in the league tables is dependent on which countries and economies participate in a given year and whether the performance of these countries and economies is better, worse, or the same as in the last round of PISA; (3) England has maintained the same level of performance in maths in the last three rounds of PISA (2006, 2009, and 2012). England's relative position compared to the number of higher performing countries and economies has remained relatively stable over time, although some countries have overtaken England, and are now performing significantly better; and (4) PISA data alone doesn't tell us why some countries and economies are higher achieving, why some pupils perform better than others, or which teaching practices result in higher performance. The Programme for International Student Assessment (PISA) is a survey of the educational achievement of 15-year-olds developed by the Organisation for Economic Co-operation and Development (OECD). PISA assesses students' maths, science, and reading skills. 15-year-olds from across the world take tests in the three key subjects, with a focus on one subject in each year of the assessment. In PISA 2012, the main subject was maths, and in the next PISA survey in 2015, the focus will be on science. All four countries of the UK participated in PISA 2012. This briefing document focuses on England. Where relevant, the briefing also references the findings for the whole of the UK. This piece sets out to explore how PISA results can be used to judge the success of education systems, particularly in terms of the claims that are made about PISA findings by politicians and the media.
Sharing Innovative Approaches and Overcoming Barriers in Delivering 16-19 Study Programmes Principles. Case Study Report
Author: McCrone, Tami
Date: 2015-04-00
Type: Reports - Research
Subjects: Barriers,Delivery Systems,Educational Principles,Work Experience,Case Studies,Employment Potential,Employment Qualifications,Best Practices,Innovation,Program Implementation,College Programs,Background,Program Development,Program Descriptions,Physical Education,Alignment (Education),School Business Relationship,Partnerships in Education,Program Effectiveness,Educational Benefits,Change Strategies,Career Academies,Foreign Countries

Study Programmes were introduced in 2013 so that every post-16 provider could offer their learners coherent study programmes with breadth and depth, enabling learners to progress successfully to employment, apprenticeships, or higher education. Study programmes should include: at least one substantial qualification; English and mathematics for those learners yet to achieve a GCSE at grade C or above; for learners not ready to take a substantial qualification--a traineeship or extended work experience; and non-qualification activity such as tutorial time and work experience where appropriate. This report highlights &quot;what works&quot; in terms of the successful delivery of work experience in the 16 to 19 study programmes; summarizes six case studies that demonstrated different aspects of effective work experience; and approaches developed by schools and colleges to improve young people's employability skills.
School Choice: The Parent View. Survey of Parents 2014
Author: Wespieser, Karen
Date: 2015-04-00
Type: Reports - Research
Subjects: Foreign Countries,School Choice,Parent Attitudes,Accountability,Parent Surveys,Children,Adolescents,Elementary Secondary Education,Family Income,Decision Making,Institutional Characteristics,Socioeconomic Status,Governance,Responsibility

This quantitative report presents parents' views of school choice, local accountability, and academy schools. The survey was conducted in December 2014 and January 2015 with a representative sample of 1,005 parents of children aged 5-18 in England. Samples selected included 50% male and 50% female respondents from across England. Other variables sampled included: respondent age, child age, and household income. Subgroup comparisons (e.g., by household income) are only presented where differences are statistically significant (p = 0.05).
Academies and Maintained Schools: What Do We Know? Election Factsheet
Author: Gee, Geoff
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Career Academies,School Effectiveness,Institutional Characteristics,Grades (Scholastic),High Achievement,Underachievement,Educational Improvement,Evidence,Institutional Autonomy,Accountability,Comparative Analysis,Program Length,Achievement Gains,Elementary Secondary Education,Foreign Countries

This election factsheet highlights the following points: (1) Academies receive their funding directly from the government, rather than through local authorities like other state funded schools; (2) There are two types: converter academies (those previously with &quot;good&quot; or &quot;outstanding&quot; Ofsted grades that have converted to academy status) and sponsored academies (mostly underperforming schools converting to academy status and run by sponsors); (3) Comparing the most recent Ofsted grade of each type of school, converter academies are the most likely to be good and outstanding while sponsored academies are more likely than maintained schools to be graded requires improvement or inadequate. But this is to be expected as converters were high performing, and sponsored low performing, to begin with; and (4) School performance in sponsored secondary academies increased more quickly than in similar schools. The improvement was greatest in schools that had been academies for the longest, implying that the effect of academy status has a gradual impact on improving performance. There's little evidence available which looks at primaries. Types of primary and secondary schools in England including academies by Multi-Academy Trust, open academies, academies in development (March 2015), and academies' Ofsted performance are discussed herein.
Improving Employability Skills, Enriching Our Economy. Research Summary
Author: National Foundation for Educational Research (NFER) (England)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Employment Potential,Job Skills,Small Businesses,Secondary Schools,Colleges,School Business Relationship,Education Work Relationship,Employers,Partnerships in Education,Educational Benefits,Foreign Countries

This report has been produced by four organisations--the National Foundation for Educational Research, South East Strategic Leaders, London Councils and the London Enterprise Panel. It is based on research into how secondary schools, colleges, SMEs (small and medium-sized enterprises) and micro-businesses in London and the South East work together to improve young people's employability skills and successful transition into work. This summary report includes findings from the research, which involved telephone interviews, focus groups, consultations and a review of existing research. The case studies area available in a separate report (see ED558697). NFER has also produced a &quot;connect card&quot; designed to help education organisations and businesses to engage with each other more effectively and stimulate discussion. Key findings include: (1) Schools and colleges cannot produce &quot;work-ready&quot; employees alone without input from employers such as SMEs; (2) Having a single line of communication (face-to-face where possible) helps SMEs to understand the importance of the role of a school or and break down barriers. A dedicated careers coordinator is invaluable for brokering long-term connections; (3) SMEs should be involved with the content of careers information; (4) Schools and colleges need to show that employers can get involved and can offer flexible methods of engagement such as providing apprenticeships or work placements; and (5) Relationships between education organisations and businesses need to be driven by schools and colleges who need to learn how to &quot;sell&quot; themselves.
Improving Employability Skills, Enriching Our Economy. Case Study Report
Author: National Foundation for Educational Research (NFER) (England)
Date: 2015-03-00
Type: Reports - Research
Subjects: Employment Potential,Job Skills,Small Businesses,Secondary Schools,Colleges,School Business Relationship,Education Work Relationship,Employers,Partnerships in Education,Educational Benefits,Foreign Countries,Case Studies

This report has been produced by four organisations--the National Foundation for Educational Research, South East Strategic Leaders, London Councils and the London Enterprise Panel. It is based on research into how secondary schools, colleges, SMEs (small and medium-sized enterprises) and micro-businesses in London and the South East work together to improve young people's employability skills and successful transition into work. This report contains the case studies from the research, and should be read alongside the summary report which contains the research findings. NFER has also produced a &quot;connect card&quot; designed to help education organisations and businesses to engage with each other more effectively and stimulate discussion. Key findings include: (1) Schools and colleges cannot produce &quot;work-ready&quot; employees alone without input from employers such as SMEs; (2) Having a single line of communication (face-to-face where possible) helps SMEs to understand the importance of the role of a school or and break down barriers. A dedicated careers coordinator is invaluable for brokering long-term connections; (3) SMEs should be involved with the content of careers information; (4) Schools and colleges need to show that employers can get involved and can offer flexible methods of engagement such as providing apprenticeships or work placements; and (5) Relationships between education organisations and businesses need to be driven by schools and colleges who need to learn how to &quot;sell&quot; themselves. [For the research summary, see ED558682.]
In-Depth Portfolio Assessment: Shelby County Schools, Memphis, Tennessee
Author: Campbell, Christine
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: School Districts,School District Reorganization,School Choice,Institutional Autonomy,Educational Finance,School Support,Financial Support,Recruitment,Accountability,School Community Relationship,Empowerment,County School Districts,Urban Schools,Elementary Secondary Education

The 2013 merger of Memphis City Schools (with 103,000 students) and Shelby County Schools (with 47,000 students) was the largest school district consolidation in American history. In its first year of operation, the new Shelby County Schools (SCS) commissioned CRPE researchers to perform a critical review of the district's readiness to implement a portfolio strategy for managing its schools. Based on interviews with internal and external stakeholders and analysis against model system progress, this report outlines CRPE's baseline measurement of where SCS stands in relation to the seven main components of the portfolio strategy. The report also provides suggestions for how SCS can seek progress over the next year, and track progress or decline at future intervals.
Audit of the Bloodhound Education Programme, 2012-2013
Author: Straw, Suzanne
Date: 2015-01-00
Type: Reports - Research
Subjects: Foreign Countries,STEM Education,Engineering Education,Auto Mechanics,Motor Vehicles

The National Foundation for Educational Research (NFER) was commissioned by the &quot;Bloodhound Education Programme&quot; (BEP) to conduct an audit of its activities throughout 2012 and early 2013. The audit included: telephone consultations with a range of stakeholders; analysis of monitoring and internal evaluation data; and attendance at two regional education events. Key Findings from the audit revealed: (1) There is evidence of substantial progress made by the BEP throughout 2012 and early 2013. A total of 525 Bloodhound Ambassadors currently volunteer with the BEP. The BEP and Bloodhound Ambassadors supported, or led, 133 separate educational events in the UK throughout 2012, representing a total of 284 days spent at events. The BEP estimates that 56,800 pupils were involved in Bloodhound educational activities in 2012; (2) The BEP team has also made considerable progress in developing its online offer for teachers, pupils and schools over the past year. In particular, this includes Bloodhound BLAST, a free, interactive learning environment relating to the Bloodhound project; (3) Outcomes for young people include: increased enthusiasm for, and improved understanding, knowledge and skills in, STEM subjects; new learning about engineering and an increased interest in engineering careers; and the development of personal and transferable skills such as confidence, communication skills, team work and problem-solving; and (4) As a continually evolving organisation, there are some areas which may benefit from further development to improve and enhance the BEP's education offer. These include: expanding the range of activities available to schools; strengthening data monitoring arrangements; and improving communication, both internally and externally.
A Guide to the Evidence on Academies
Author: Sims, D.
Date: 2015-04-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Public Policy,Educational Change,Elementary Secondary Education,Educational Attainment,Academic Achievement,Educational Finance,Federal Aid,Charter Schools,Educational Research,Institutional Autonomy,Decision Making,Evidence,Guides,Parent Materials,Surveys,School Effectiveness

Academic schools are a prominent feature of the educational landscape in England. Introduced in 2002, they are funded directly from central government and have become a major policy driver to reform the school system and increase educational attainment. Academies count for 60 percent of secondary schools and 13 percent of primaries. This report presents the findings from a rapid review of evidence on the performance of academy schools. It is based on 13 key studies which are summarised at the end of this guide. The purpose of the review is to make a contribution to understanding current research on academies with a view to identifiying gaps and drawing conclusions.
GCSE and A Level Reform: Are the New Qualifications Returning a &quot;Gold Standard&quot; of Assessment? Election Factsheet
Author: Burdett, Newman
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Secondary Education,Academic Standards,Educational Change,Achievement Gains,Grading,Evaluation Criteria,Behavioral Objectives,Skill Development,Predictive Validity,Exit Examinations,Difficulty Level,Grades (Scholastic),Test Reliability,Test Validity,Testing,Educational Research,Educational Policy,Foreign Countries

This election factsheet highlights the following points: (1) While the GCSE pass rate has increased since its introduction, this doesn't tell us very much about how standards have changed. Evidence from international surveys suggests that education standards have remained stable. Stopping the use of modules and limiting resits is likely to reduce pass rates, but this is not the same as improving standards; (2) The changes to GCSE grading are likely to make it easier to differentiate between the very best students in the exams; (3) The focus on written examinations rather than practical exams, such as for science, is likely to improve reliability in results, but it is unknown how this will affect the teaching of these skills; and (4) The effects of all the reforms are difficult to predict in advance, and it is likely that different groups will be affected differently. GCSEs are being reformed with the intention that they will be more challenging so pupils are better prepared for further academic or vocational study, or for work. There will also be a new grading scale that uses the numbers 1 to 9 to identify levels of performance, with 9 being the top grade; a shift to assessment just at the end of the course and without a split between modules; and more use of exams rather than coursework. AS and A levels are going through similar reforms with the main change being that AS and A levels will be decoupled--meaning that AS results will no longer count towards an A level, as they do now.