ethanporcaro/eric-fulltext-meta huggingface dataset:
Final Results of a Five-Year Study of an Expanded Learning Time Model&apos;s Implementation and Student Outcomes
Author: Rulf Fountain, Alyssa
Date: 2017-00-00
Type: Reports - Research
Subjects: Extended School Day,Middle Schools,Enrichment Activities,Access to Education,Program Implementation,Learner Engagement,Aspiration,Academic Achievement,Program Effectiveness

Academic achievement in the nation's lowest performing schools is troubling. Despite improvements in students' overall academic achievement over the past few decades, proficiency gaps in reading and mathematics remain across income, racial, and ethnic groups. One promising strategy for reducing achievement gaps is to expand the school day, often called Expanded Learning Time (ELT); evidence suggests that students' increased access--through ELT programming--to enrichment activities can improve their academic motivation and social-emotional skill development. Since 1995, Citizen Schools (CS) has developed and implemented its own ELT model. CS partners with middle schools serving predominantly low income, racial or ethnic minority, and academically struggling students. The CS model relies upon an additional shift of educators and community volunteers to engage middle school students in hands-on apprenticeships, while simultaneously providing individualized supports to ensure academic and future success. The study was designed to address questions about implementation to inform program improvement as well as questions about the impact on student engagement, aspirations, and achievement. The outcome-focused findings are mixed. The study finds positive effects on student engagement and aspirations and negative perceptions about students' CS ELT experiences. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Combining College and Career Readiness and Reading in a Blended Learning Context for Adolescents with and without Disabilities
Author: Lombardi, Allison R.
Date: 2017-00-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Reading Instruction,Blended Learning,Adolescents,Secondary School Students,Students with Disabilities,Special Education,Reading Skills,Educational Technology,Information Technology,Federal Legislation,Elementary Secondary Education,Educational Legislation,Curriculum Implementation

Secondary students must be exposed to technology in blended learning environments across general and special education settings to ensure they learn technology skills as well as continue to learn fundamental reading skills in order to be prepared for college and careers. Reading skills affect later life outcomes, such as employment status (Kutner et al., 2007) and dropping out of school (McGee, Prior, Williams, Smart, &amp; Sanson 2002). Digital or blended learning is increasingly emphasized, as evidenced by the recent prioritization in the Every Student Succeeds Act (ESSA) of 2015, which states digital learning is &quot;any instructional practice that effectively uses technology to strengthen a student's learning experience&quot;, and blended learning is &quot;a formal education program that leverages both technology and face-to-face instructional approaches&quot;. As such, the integration of reading instruction into college and career readiness content, and delivery over digital or blended learning contexts is critical. One example of an emerging evidence-based online curriculum is EnvisionIT developed by the Ohio State University Nisonger Center (2012-2017). The purpose of this study was to examine the effect of EnvisionIT on secondary student reading skills as measured by the &quot;AIMS Web Maze Test for 8th Grade&quot; (Shinn &amp; Shinn, 2002). Three research questions guided this study: (1) What is the effect of EnvisionIT on AIMSweb8 scores? (2) Does this effect differ by grade? and (3) Does this effect differ by length of class (semester or year)? Despite the study limitations, EnvisionIT shows promise as a viable intervention that emphasizes college and career readiness and literacy skills delivered in a blended learning environment. Future research studies should prioritize these areas in order to more rigorously test the efficacy of the curriculum. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Instructionally Engaged Leaders in Positive Outlier Districts. Research Brief. Positive Outliers Series
Author: Scott, Caitlin
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Family Income,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,Leadership Responsibility,Teacher Leadership,Educational Administration,Principals,Assistant Principals,Superintendents,Central Office Administrators,Instructional Leadership,Leadership Qualities,Educational Policy,Leadership Training,English Language Learners

This brief summarizes the practices of successful, instructionally engaged leaders and the ways districts develop these leaders. These practices are drawn from &quot;positive outlier&quot; districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and then cultivating their talent to enable some to move into principalships and central office positions. Successful practices of these leaders included engagement in collaborative professional learning through observation of instruction, participation in professional learning communities, and use of student data to guide school and district decisions. [This brief is based on the full report, &quot;Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series&quot; (ED610874).]
A Web-Based System for Measuring Social Emotional Skills in Kindergarten to Third Grade
Author: McKown, Clark
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Evaluation,Social Emotional Learning,Kindergarten,Grade 1,Grade 2,Grade 3,Computer Assisted Testing,Interpersonal Competence,Social Cognition,Self Control

Despite increasing consensus that social-emotional learning (SEL) is an important contributor to success in school and life, few tools are available for educators to assess SEL skill and to use assessment results to inform educational practice. In particular, there are no scalable, feasible, usable, and scientifically sound assessment systems that measure social-emotional comprehension, which includes mental processes enlisted to encode, interpret and reason about social and emotional information. Social-emotional comprehension includes the abilities to infer others emotions from nonverbal cues, to take others' perspectives, to solve social problems, and to enlist cognitive strategies involved in self-control. Well developed social-emotional comprehension is associated with success in school and life (McKown, Allen, Russo-Ponsaran, &amp; Johnson, 2013; McKown, Russo-Ponsaran, Johnson, Russo, &amp; Allen, 2015; McKown, RussoPonsaran, Allen, Johnson, &amp; Warren-Khot, 2015). To address this need, the authors developed SELweb, a web-based assessment system for students in Kindergarten through third grade that is designed to assess four dimensions of social-emotional comprehension (Lipton and Nowicki, 2009), including emotion recognition or &quot;Social Awareness&quot; (Nowicki &amp; Duke, 1994), social perspective-taking or &quot;Social Meaning&quot; (Happé, 1994; Wellman &amp; Liu, 2004). Social problem-solving or &quot;Social Reasoning&quot; (Bauminger, Edelsztein, &amp; Morash, 2005; Crick &amp; Dodge, 1994), and &quot;Self-Control,&quot; or mental processes involved in delaying gratification and controlling emotions to achieve a goal (Duckworth, 2011). This paper presents a summary of evidence from three studies of the psychometric properties of SELweb. In addition, they provide an interactive electronic demonstration of SELweb describing features that facilitate its broad use in education settings. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Exclusionary Discipline in Schools: Does Reducing Suspensions Help?
Author: Hinze-Pifer, Rebecca
Date: 2017-00-00
Type: Reports - Research
Subjects: Suspension,Discipline Policy,Academic Achievement,Attendance,Educational Environment,Student Attitudes,Gender Differences,Racial Differences,Institutional Characteristics,High Schools,High School Students,Urban Schools,School Safety,Bullying,Interpersonal Relationship,Racial Composition,Public Schools

A substantial body of descriptive work documents large correlations between suspension and a variety of negative future outcomes, both for suspended students and for students who are never suspended but attend schools with high suspension rates (Balfanz, Byrnes, &amp; Fox, 2015; Davis and Jordan, 1994; Dawson, 1991; Fabelo et al., 2011). Furthermore, numerous recent studies document substantial inequality in the ways suspension policy impacts students by race/ethnicity, gender, lesbian, gay, bisexual, transgender (LGBT) orientation, special needs, home language, and socioeconomic status. (Fabelo et al., 2011; Himmelstein &amp; Brückner, 2010; Losen &amp; Gillepsie, 2012; Losen &amp; Martinez, 2013; Losen, Hewitt, &amp; Toldson, 2014; Osher et al., 2010; Porowski, O'Conner, &amp; Aikaterini, 2014; Stevens et al., 2015). However, while the correlational evidence is suggestive, the existing literature has made little progress in producing causally credible estimates of the impact of suspension policy due to the endogeneity of punishment, risk of reverse causation, and data limitations. This paper seeks to expand the understanding of the causal impact of suspension policy on individual students and schools overall. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
A 21st Century Reemployment Accord: A Comprehensive, Skills-Based Reemployment System for the 21st Century
Author: Spiker, Katie
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Unemployment,COVID-19,Pandemics,Employment,Barriers,Public Policy,Crisis Management,Economic Climate,Job Skills,Job Training,Reentry Workers,Labor Market,Labor Needs,School Business Relationship,Community Organizations,Eligibility,Federal Programs,Financial Support,State Programs,Dislocated Workers,Employment Qualifications

The recent health crisis -- and unprecedented, rapid job loss associated with it -- has illuminated how unprepared the United States is for helping workers who lose their jobs reskill to prepare for and successfully enter new employment. Policy responses to the current crisis -- while critical -- have fallen far short of addressing challenges workers and businesses faced. To respond to current challenges, and prepare for an inclusive economic recovery that addresses prior policy shortcomings and moves all workers and businesses towards success in the 21st century, policymakers need to support changes that create an aligned, comprehensive reemployment accord -- a commitment to all workers and all businesses. The recommendations in this report are part of National Skills Coalition call for an inclusive economic recovery to the COVID-19 health crisis and its economic impact.
Wikis in Language Learning: Merits and Limitations
Author: Alharbi, Abeer Shujaa
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies,Technology Uses in Education,Second Language Learning,Second Language Instruction,English (Second Language),Educational Benefits,Personal Autonomy,Learning Motivation,Critical Thinking,Cooperative Learning,Computer Assisted Instruction

This study comprehensively reviews the literature associated with the implementation of wikis in an educational context, primarily concerning learning and teaching languages. The study proceeds by presenting wikis and their main theoretical background in a brief overview. After that, a discussion of the most recent empirical studies is presented, followed by an exploration of the merits and the limitations of using wikis in an educational setting. The paper concludes that wikis have a positive impact when it comes to improving learners' knowledge of various aspects of language, enhancing their autonomy, learning perceptions, and motivation to learn. As a beneficial digital tool, wikis can effectively improve students' language learning, which is achieved via critical thinking, negotiation of meaning, and collaborative learning, to name a few aspects. Having said this, limitations exist, all of which should be taken seriously by both administrators and teachers alike to maximise wikis' benefits. Yet, it is increasingly evident that, in this context, wikis' positives far outweigh their minuses. A number of practical recommendations are offered at the end of this paper to guide teachers, educators, and researchers.
A New Division in School Finance: High-Taxing vs Low-Taxing School Districts
Author: Villanueva, Chandra Kring
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Taxes,School Districts,Educational Equity (Finance),Public Schools,Financial Support,State Legislation,Educational Legislation,Finance Reform,Rural Urban Differences,School District Wealth,State Aid

In 2019, the Texas Legislature passed House Bill 3 (HB 3) -- an $11.6 billion school finance reform law that dedicated over $6 billion toward investments in education and $5 billion toward replacing school property taxes with state aid. The property tax cut portion of HB 3 is set to expand each year, costing the state more money annually without sending any additional funding into classrooms. While HB 3 makes an ongoing financial commitment to property tax cuts, no similar promises are made to the children of Texas to keep pace with rising future education costs, reform special education funding, or improve funding for the 80 percent of English learners left behind in HB 3. The costly property tax cuts in HB 3 will put a strain on the state's 2022-2023 budget and limit resources available for keeping school funding whole as Texas districts work through the COVID-19 crisis and accompanying instability in enrollment and attendance. The first priority of the 2021 Legislature should be to ensure the state's schools have stable funding throughout this school year and the coming biennium, and add any additional resources needed to combat losses of learning and pivots in service delivery. To accomplish this, the Legislature should freeze the costly and inequitable property tax cuts for the biennium and put the Texas students first.
Digital Skills in Pandemic Times: How State Policymakers Can Help Workers and Businesses Adapt in a Changing Economy
Author: Johnson, Melissa
Date: 2020-12-02
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Technological Literacy,Problem Solving,Social Differences,Job Skills,Labor Force Development,Job Training,Economic Climate,Educational Policy,Networks,State Policy,Skill Development,Public Agencies,State Legislation,Economic Change,Federal Legislation,Labor Legislation,Federal Aid,Public Libraries,School Business Relationship,Teaching Methods,Equal Education,Outcomes of Education,Educational Technology,Information Technology,Statewide Planning,Strategic Planning,Inclusion,Minority Groups

The COVID-19 pandemic has illustrated with vivid clarity how important it is for people to have digital literacy skills. From the workplace to the classroom and beyond, being able to use digital tools effectively is fundamental to success. To succeed in this rapidly changing environment, workers need broad-based digital problem-solving skills that equip them to learn a wide variety of today's technologies and navigate continued changes in the future. But at least 48 million U.S. workers lack these foundational digital skills, and even more lack access to the high-quality training which would empower them to increase their skills to meet future technological shifts. While digital skill gaps exist in every demographic group, workers of color are disproportionately affected, in large part due to structural factors that are the product of longstanding inequities in American society. As the US continues to navigate the economic turmoil of the COVID-19 pandemic and recession, it is imperative that policymakers invest in an inclusive economic recovery. To this end, National Skills Coalition (NSC) and its network of state workforce and education policy advocates have laid out a set of 10 immediately actionable recommendations that can be implemented by state policymakers seeking to improve digital skills. These recommendations are divided between: 1) Those that are revenue-neutral and can be accomplished via the executive branch (governor's office, state agencies); and 2) those that require legislative action and additional investment.
Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report
Author: Klauda, Susan Lutz
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Motivation,Bilingual Students,Elementary School Students,Hispanic American Students,Spanish,English,Self Efficacy,Scores,Competition,Spanish Speaking,Reading Comprehension,Reading Tests,Word Recognition,Grade 3,Grade 4,Grade 5

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition and recognition), and self-efficacy for reading. Quantitative analyses of the survey and interview data were consistent in indicating that the students experienced these motivations to a moderate to strong degree, with the exception that interview-based scores for competition were fairly low, in comparison to both the interview-based scores for the other motivations and the survey-based score for competition. Correlations between scores on the survey and interview measures for each construct varied. Qualitative analyses illustrated the depth and variety of students' thinking about their reading motivations, and provided insight into studying and strengthening students' reading motivation in ways that may be particularly relevant for DLLs. [This paper was published in &quot;Reading Psychology&quot; v41 n6 p605-630 2020 (EJ1268211).]
Four Ways to Promote Digital Inclusion for California&apos;s Workers
Author: DeRenzis, Brooke
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Access to Computers,Disadvantaged,State Policy,Technological Literacy,Employees,Work Environment,Social Bias,Internet,Skill Development,Empowerment,Labor Force Development,Grants,Economic Factors,Adult Education,State Aid,Educational Finance,Job Training,Federal Aid

Digital inclusion is key to a better and fairer economic future where every Californian can thrive. But social and physical distancing requirements necessitated by the pandemic have shined a spotlight on the dramatic digital divide facing California's workers, as well as the inequities of that divide. It's time for policies to change so that every Californian can equitably participate in the economy and society. &quot;Four Ways to Promote Digital Inclusion for California's Workers&quot; offers four steps that California's policymakers can take to ensure digital skill building is a part of their state's recovery strategy. [Additional funding for this report was provided by Tipping Point Community.]
PowerUp!-Mediator: Software for Designing Group-Randomized Studies of Mediation
Author: Kelcey, Ben
Date: 2017-00-00
Type: Reports - Research
Subjects: Computer Software,Research Design,Statistical Analysis,Hierarchical Linear Modeling,Educational Research

The purpose of this study is to disseminate the results of recent advances in statistical power analyses with regard to multilevel mediation and its implementation in the PowerUp!-Mediator software. The authors first focus on the conceptual and statistical differences among common asymptotic, component-wise, and resampling-based tests of mediation as well as their performance in different contexts. They then introduce newly derived power formulas and delineate the statistical and substantive interpretation of the parameters that govern power in studies of multilevel mediation. Third, they outline reasonable values for these parameters across different education contexts using recent empirical compilations of values of these parameters. Finally, the authors demonstrate the use of the PowerUp!-Mediator software along with the formulas and parameter values to plan studies. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
PowerUp!-Moderator: A Software Assisting the Design of Cluster Randomized Trials to Detect the Moderator Effects
Author: Dong, Nianbo
Date: 2017-00-00
Type: Reports - Research
Subjects: Computer Software,Research Design,Randomized Controlled Trials,Statistical Analysis,Effect Size

The purpose of this paper is to present results of recent advances in power analyses to detect the moderator effects in Cluster Randomized Trials (CRTs). This paper focus on demonstration of the software PowerUp!-Moderator. This paper provides a resource for researchers seeking to design CRTs with adequate power to detect the moderator effects of the programs. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Advancing Minority Gifted Identification: Evidence from a Randomized Trial of Nurturing for a Bright Tomorrow
Author: Harris, Angel L.
Date: 2017-00-00
Type: Reports - Research
Subjects: Academically Gifted,Identification,Elementary School Students,African American Students,Hispanic American Students,Elementary School Teachers,Primary Education,Program Effectiveness,Nonverbal Ability

This paper reports preliminary results from a randomized controlled trial (RCT) of a multi-component nurturing program designed to increase gifted identification among minority students. In 2014-15, the Wake County Public School System (WCPSS), in partnership with Duke University, implemented &quot;Nurturing for a Bright Tomorrow&quot; (&quot;Nurturing&quot;) in response to chronically-low gifted identification among Black and Hispanic students in two-thirds of the district's elementary schools. The purpose of &quot;Nurturing&quot; is to train K-2 teachers to develop the skills and expectations required to help children attain gifted status. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]