ethanporcaro/eric-fulltext-meta huggingface dataset:
Competency-Based Policies and Pathways: Lessons from Colorado and Illinois
Author: Wisdom, Michelle
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Educational Policy,State Policy,College Readiness,Career Readiness,Equal Education,Acceleration (Education),Educational Benefits,Systems Approach,Educational Legislation,State Legislation,Educational Assessment,Accountability,Capacity Building,Vocational Education,Higher Education

Leaders and educators in a select number of states have begun to recognize that the traditional educational system -- in which students move ahead, year after year, as long as they attain minimal proficiency on basic academic standards -- can perpetuate learning gaps for students that grow over time. There is increasing understanding of how the traditional system can prevent students, particularly students of color, low-income students, English language learners, and students with disabilities, from ever meeting the level of preparation they need for college and career. To address these gaps and inequities, some states have turned toward a competency-based pathways (CBP) approach to advance true college and career readiness for their students. These states are using CBP to address persistent inequities caused by students progressing through a course of study without mastering essential knowledge and skills, lift the ceiling for students who want to progress at a faster pace, and provide flexibility and opportunity to accelerate learning. Through the state engagement and development of recommendations, Achieve has identified early lessons learned in Colorado and Illinois that will be of interest to other states exploring CBP.
Breaking Down Barriers: Understanding Hispanic High School Students&apos; Perceptions on the Transition to College
Author: Heisdorf, Sarah
Date: 2019-09-00
Type: Reports - Research
Subjects: Hispanic American Students,High School Students,Student Attitudes,College Readiness,Empowerment,College Applicants,Student Adjustment,Access to Information,Expectation,Parent Attitudes,Academic Ability,Student Behavior,21st Century Skills,Competence,Success,Employment Qualifications,Career Development

The transition from high school to college can be a nerve-wracking process for any student, but some students may face more obstacles than other students along their journey. Hispanic students currently make up roughly 18 percent of all college students and are one of the largest minority groups at universities nationwide. However, based on previous ACT College and Career Readiness Benchmarks, Hispanic high school students tend to score lower than their White counterparts. To assist Hispanic students, ACT's Center for Equity in Learning (the Center) and Univision have partnered to empower Hispanic students and their families in their efforts to help students achieve academic and career success. Both organizations aim to guide Hispanic students through the college application process and to support them in their future success. Univision and the Center, therefore, set out to explore the following questions with Hispanic students: (1) How prepared do Hispanic students think they are for the transition to college?; (2) What do students want to know to be prepared as they transition to college?; (3) Where are students and families receiving information about the college transition?; (4) What are the main concerns about making the transition from high school to college?; (5) Do students feel prepared for the rigor of college?; and (6) What are students' and parents' college expectations? As college preparedness and success are multidimensional, the author used the ACT® Holistic Framework® as a structure for how to interpret and synthesize student responses.
2019 Higher Education Research Digest
Author: ACT, Inc.
Date: 2019-00-00
Type: Collected Works - General
Subjects: Higher Education,Enrollment Management,Student Recruitment,Databases,College Applicants,Gender Differences,Academic Achievement,Social Development,Emotional Development,Foreign Students,Scores,College Entrance Examinations,Grades (Scholastic),College Preparation,College Admission,Case Studies,Community Colleges,Educational Trends,Graduation Rate,Student Placement,Academic Aspiration,Mathematics Instruction

The inaugural &quot;Higher Education Research Digest&quot; was released in 2017 (see ED581669) along with the &quot;Enrollment Management Database,&quot; a tool assisting enrollment managers, admissions personnel, and other college administrators with student recruitment, enrollment, and success strategies. For this third edition of the Digest, the &quot;Enrollment Management Database&quot; has been updated with the 2018 ACT®-tested graduating cohort. In 2018, ACT also launched two more databases--&quot;Ten-Year Trends Database and College Completion Database.&quot; The three databases--which are available in an interactive, Tableau environment--are described below in more detail, highlighting an example of the research insights you can capture from each tool. Articles in this 2019 &quot;Digest&quot; include: (1) Reworking Remediation: Streamlining Student Pathways to College-Level Coursework (Ty Cruce and Krista Mattern); (2) Demography is Not Destiny: Introducing the Prospective Student Mindset (Kim Reid); (3) From Application to Enrollment: Putting the Student Mindset to Work at Your Institution (Kim Reid); (4) Why do Females Perform Better in College than Test Scores and Grades Predict? The Importance of Social and Emotional Learning Skills (Krista Mattern and Edgar Sanchez); (5) Looking Beyond the Domestic Applicant Pool: The Value of ACT Scores for Identifying International Students who are Prepared to Succeed in College (Justine Radunzel); (6) Rating (Not Ranking) Student Success (Kim Reid); and (7) Explore ACT Data to Help Inform Recruitment, Enrollment, and Success Strategies: Three Publicly Available ACT Databases. [For the 2018 digest, see ED591976.]
A Re-Examination of Faculty Hiring Processes and Procedures. Adopted Spring 2018
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Faculty,Teacher Selection,Employment Practices,Community Colleges,Diversity (Faculty),Contracts,Employer Employee Relationship,Personnel Policy,Search Committees (Personnel),Occupational Information,Teacher Recruitment,Employment Interviews,Part Time Faculty,Mentors,Beginning Teachers

The hiring of faculty is at the heart of developing and maintaining programs, as well as the success and achievement of students, in all educational systems, and the California Community College System is no exception. While hiring practices may vary in terms of specifics in the 72 community college districts in California, basic principles and tenets of faculty hiring are consistent across the state. In recent years, a focus on diversifying the faculty that are hired at community colleges has increased in intensity, and both the Academic Senate for California Community Colleges (ASCCC) and the California Community Colleges Chancellor's Office (CCCCO) have responded in a range of ways. This paper, in response to Academic Senate Resolution 3.01 (S17), is one of the various avenues through which the ASCCC has responded to the interest in diversifying community college faculty. In addition to serving as a revision of the Fall 2000 paper, this new paper also includes significantly more information about the statewide efforts of both the ASCCC and the CCCCO on hiring more diverse faculty, effective practices for expanding the diversity of hiring pools, and sample language from colleges used in hiring practices and procedures. This paper is divided into multiple sections that are designed to address each aspect of hiring, from the formation of the committee through the process itself, as well as a section on mentoring of new faculty. Appendices offer effective practices from different colleges and information from the Chancellor's Office regarding efforts to diversify faculty in the recent past. [For the 2000 report, &quot;A Re-Examination of Faculty Hiring Processes and Procedures,&quot; see ED452899.]
Dollars Rule Everything around Me: College-Bound Students&apos; Views on Paying for College
Author: Kienzl, Gregory
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Paying for College,Costs,College Bound Students,Student Attitudes,Student Financial Aid,Student Loan Programs,Loan Repayment,School Role,Access to Information,Debt (Financial),Low Income Students,Family Role,Grants,Parent Financial Contribution,Racial Differences,Ethnicity,First Generation College Students,Eligibility,High School Students,Federal Aid

Finding the funds to attend college often means that many students must acquire loan debt through financial aid. This confusing but critically necessary process can influence college planning and enrollment decisions, post-college employment, and other important life choices, such as enrolling in graduate school, buying a home, or getting married. There is a gap in financial literacy for students that must be fixed so they better understand the financial aid process and its implications. This report shares: (1) students' perceptions on financial aid, loans, and the repayment process; and (2) recommendations for higher education institutions, high schools, and adults to help increase financial literacy. [This report was written with Michelle Croft and Raeal Moore.]
An Early Look at ACT Academy Usage and Effectiveness. Research Report 2019-5
Author: Payne, J. Scott
Date: 2019-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Coaching,Scores,College Readiness,Internet,Educational Resources,Tests,Student Characteristics,High School Students,Achievement Gains,Program Effectiveness

ACT® Academy™ was launched in March 2018 as a free online resource to help students improve their academic skills and prepare for the ACT® test. This study provides an early look at ACT Academy usage and its effects on ACT test scores. The authors found that moderate usage (e.g., 6 hours) of ACT Academy's quizzes and practice tests leads to an improvement in ACT test scores of 1-2 points. However, most students have not spent enough time on the platform to reap the benefits. They also found that the number of ACT Academy users has increased steadily over time, and that female, Asian, and higher-achieving students are somewhat more likely to use ACT Academy. The results suggest that ACT Academy can be an effective and efficient tool to improve academic skills important for college and careers. ACT Academy can have a greater impact on college readiness if more students are aware of it and invest the time needed to benefit from it.
College Entrance Exams: How Does Test Preparation Affect Retest Scores? Research Report 2019-2
Author: Moore, Raeal
Date: 2019-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Preparation,Scores,Achievement Gains,Pretests Posttests,Tutoring,High School Students,Outcomes of Education

As test preparation becomes widely accessible through different delivery systems, large-scale studies of test preparation efficacy that involve a variety of test preparation activities become more important to understanding the value and impact of test preparation activities on both the ACT and SAT. In this paper, the authors examine the impact of participating in test preparation prior to retaking the ACT test. The study focused on addressing three questions: (1) Using a pretest-posttest design, do students who participate in test preparation have larger score gains relative to students who did not participate in test preparation; does the test preparation effect depend on students' pretest scores?; (2) Among students who participated in test preparation, is the number of hours spent participating in each of 10 test preparation activities related to retest scores?; and (3) Among students who participated in test preparation, do their own beliefs that they might have been ill-prepared to take the test, regardless of the test preparation activities they engaged in, impact retest scores? The study findings showed that test preparation improved students' retest scores, and this effect did not differ depending on students' first ACT score. Among specific test prep activities, only the number of hours using a private tutor resulted in increased score gains above the overall effect of test prep. Students who reported feeling inadequately prepared for the second test had ACT Composite scores that were lower than those students who felt adequately prepared.
Educators&apos; Beliefs about Teaching Science and Social Studies in K-3. Issue Brief
Author: Dougherty, Chrys
Date: 2019-11-00
Type: Reports - Research
Subjects: Teacher Attitudes,Elementary School Teachers,Beliefs,Social Studies,Administrator Attitudes,Kindergarten,Grade 1,Grade 2,Grade 3,Primary Education,Value Judgment,Time,Barriers,Language Arts,Mathematics,Interdisciplinary Approach,Principals,Superintendents

Spending more time teaching science and social studies in K-3 can have at least four potential benefits: (1) Increased learning in these subjects is likely to improve students' reading comprehension in later grades; (2) Introducing students to science and social studies in the early grades is likely to better prepare them for learning those subjects in later grades; (3) An early introduction to science and social studies can also help students develop interests in those subjects; and (4) Introducing students to knowledge in the early grades can reduce the pressure on educators to cram too many topics into too short a time in the later grades. With these considerations in mind, the authors surveyed teachers, school leaders, and district leaders in two states, Arkansas and Kentucky, on the teaching of science and social studies in kindergarten through third grade. They asked about their beliefs about the value of teaching those subjects and the time and emphasis that were devoted to each subject. They also asked about the perceived barriers to teaching each of the two subjects; about the integration of the two subjects into the English language arts and mathematics curriculum; and the availability of professional development, coaching, and district-wide assessment for each subject. They conclude with recommendations for district leaders and policymakers on ways to support the teaching of science and social studies in the early grades.
Impact of Superscoring on Subgroup Differences. Issue Brief
Author: Mattern, Krista
Date: 2019-07-00
Type: Reports - Research
Subjects: Scoring,College Entrance Examinations,Test Validity,Evaluation Methods,College Admission,Testing,Repetition,Scores,Test Results

When applicants take the ACT® more than once, how do colleges and universities reconcile and make sense of the multiple scores? In terms of validity, fairness, and impact on subgroup differences, are certain score-use polices better than others? The focus of this issue brief is to summarize evidence on the validity and fairness of various score-use policies with an emphasis on superscoring. The intent is to arm higher education professionals with the most recent evidence to help support informed decision making on their own campus.
No Pain, No Gain: Lessons from a Test Prep Experiment. Research Report 2019-3
Author: Sanchez, Edgar I.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Preparation,Program Effectiveness,Online Courses,College Readiness,Student Motivation,Scores,Outcomes of Education

Scores from standardized tests are common criteria for admission to a four-year college or university, and most require, recommend, or consider test scores as part of the admissions process. To help improve their chances of college admission, many high school students turn to test-preparation programs. We used an experimental design to evaluate the effectiveness of an online test-prep course to improve test scores. Specifically, given the current climate around test preparation and the call for more and better research evidence documenting the impact of test preparation, this research study sought to provide representative, relevant, and rigorous research on the use of ACT® Online Prep (AOP).
Creating Safe Schools: Examining Student Perceptions of Their Physical Safety at School. Insights in Education and Work
Author: Croft, Michelle
Date: 2019-08-00
Type: Reports - Research
Subjects: School Safety,Student Attitudes,Educational Environment,Academic Achievement,Grade 10,Grade 11,Grade 12,High School Students,School Health Services,Mental Health,Student Diversity,Student Behavior,Weapons,Aggression,Interpersonal Relationship,Juvenile Gangs,Standards,Racial Differences,Ethnicity,Gender Differences,School Size,Geographic Location,Family Income,Security Personnel

Safety is essential to student well-being and success. Because of this, a large percentage of parents and children are concerned about school safety. To get a better understanding of school safety from a student's perspective, ACT-tested students were surveyed and asked about their school's climate and the types of safety measures their school currently has. Given the nationwide focus on and concern about school safety, along with the correlation between school safety and student performance, ACT surveyed a sample of 10th- through 12th-grade students participating in the October 2018 national administration of the ACT® test. Approximately 16,000 students completed the optional survey that was sent to them following the completion of the ACT. The students in the survey rated their schools as generally safe but had diverse opinions and suggestions about how to improve school safety. Overall, student responses highlighted a need for more mental health services. Moreover, the responses indicated that students' feedback should be taken into account when developing school safety policies.
Examining Profiles of Engagement with ACT Online Prep. Research Report 2019-4
Author: Alamri, Abeer A.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Coaching,Online Courses,Learner Engagement,Gender Differences,Profiles,Students,Student Characteristics

This study aims to characterize how students enrolled in a test preparation product, ACT® Online Test Prep (AOP), use that product. Following Geiser (2012), Masyn (2013), and Morin (2016), the authors use latent profile analysis (LPA) to identify students' engagement profiles using four engagement measures: activity, time, practice ACT score, and percent correct. Five engagement profiles were identified: Low-Usage/Low-Performance (24%), Low-Usage/High-Performance (7%), Low-Usage/Moderate-Performance (32%), Moderate-Usage/Low-Performance (17%), and High-Usage/ Moderate-Performance (20%). Moreover, female students were less likely to have a Low-Usage/High-Performance profile. The heterogeneity of engagement profiles is discussed in relation to usage and performance as well as potential future research directions. This study is a first step towards understanding how students engage with online programs for preparing for college entrance exams. Understanding variation in test preparation usage can help inform product improvement efforts and guide new users to get the most from their preparation.
Relating ACT Aspire Scores to Performance in High School Courses. Research Report 2019-5
Author: Allen, Jeff
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Scores,Grades (Scholastic),Predictor Variables,Advanced Placement Programs,College Readiness,Career Readiness,High School Students,Language Tests,Mathematics Tests,Science Tests,Social Studies,Dual Enrollment,Achievement Tests

The authors examined the relationships of ACT Aspire test scores and high school course grades, AP test scores, and Partnership for Assessment of Readiness for College and Careers (PARCC) test scores, demonstrating criterion-related as well as convergent and discriminant validity evidence. They found that ACT Aspire test scores are strong predictors of success in standard, career-focused, AP, and dual enrollment courses. Moreover, ACT Aspire scores demonstrate expected convergent and divergent relations across grade levels and with other standardized measures of college and career readiness. The data was provided by the Arkansas Department of Education.
Relating ACT Writing Scores to First-Year English Composition Grades. Technical Brief
Author: Radunzel, Justine
Date: 2019-11-00
Type: Reports - Research
Subjects: College Entrance Examinations,Writing Tests,Scores,College Freshmen,Freshman Composition,Grades (Scholastic),Predictor Variables,High School Students,Grade Point Average,Correlation,Accuracy

The optional ACT® writing test is designed to measure students' writing skills -- specifically, those skills emphasized and acquired in high school English classes and important for success in entry-level college composition courses. The test was first introduced in 2005, and in fall 2015, a number of enhancements to the former version were introduced. The enhancements included redesigning the writing prompts, extending the testing time from 30 minutes to 40 minutes, and using an analytical rubric on four writing domains for scoring instead of using a holistic six-point rubric. For the latter enhancement, the two independent trained readers assigned to the essay now use a six-point scoring rubric for each of the four domains evaluated; the domains include Ideas and Analysis, Development Support, Organization, and Language Use and Conventions (ACT, 2019). By design, one purpose of the essay is to identify students' strengths and weaknesses in writing so that they can skill up in areas in need of improvement while there is still time to do so in high school. Another purpose is to help postsecondary institutions inform college course placement decisions for writing-intensive courses and identify students placed into a standard-level English Composition course that may benefit from additional academic supports and services. The objective of the current study was to examine the validity of using the enhanced ACT writing test for predicting grades in a first-year college English Composition course, alone and in combination with other measures including the ACT English score and high school grade point average (HSGPA). Two types of evidence were evaluated: (1) statistical measures of the overall strength of the relationship between the predictors and course grades and (2) decision-based statistics such as accuracy and success rates for identifying students likely to achieve a specific grade or higher in the course. The following questions were addressed in the study: (1) Do students with higher ACT writing scores perform better in a first-year college English Composition course? and (2) Does the ACT writing score enhance the prediction of grades earned in a first-year college English Composition course, above ACT English score and HSGPA?