ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance of District 23 Students Participating in Scholastic READ 180
Author: White, Richard N.
Date: 2005-06-00
Type: Reports - Research
Subjects: Public Schools,Urban Schools,Reading Programs,Intervention,Elementary School Students,Middle School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Program Effectiveness,Achievement Tests,Reading Achievement,Language Arts,Scores,Student Characteristics,Achievement Gains

Community School District 23 (CSD 23) in Region 5 of the New York City public schools serves students who reside in central Brooklyn. The district enrolls approximately 12,800 students in grades K-8 in 18 schools. Scholastic READ 180 is one of several reading interventions that the district is using to improve student performance. The staff of District 23 and Scholastic asked Policy Studies Associates to assist in the analysis of data on end-of-year tests in reading and language arts (ELA) administered by the New York State Department of Education (SDE) and the New York City Department of Education (DOE) as part of an effort to identify the contribution of READ 180 in changing student performance. That analysis is the focus of this report.
Redesigning a Student Success Course for Sustained Impact: Early Outcomes Findings. CCRC Working Paper No. 81
Author: Mechur Karp, Melinda
Date: 2015-08-00
Type: Reports - Research
Subjects: Community Colleges,First Year Seminars,Outcomes of Education,Curriculum Development,Skill Development,Student Behavior,Expectation,Instructional Effectiveness,Two Year College Students,Student Adjustment

Many community colleges offer a &quot;student success&quot; course--also known as College 101 or Introduction to College--as a means to help incoming students transition to college and become successful. The typical course is meant to provide key information and address important non-cognitive skills and behavioral expectations with the goal of familiarizing students with the college environment and giving them the tools they need to build important competencies, persist in college, and earn a credential. This paper examines the efforts of Bronx Community College in implementing a redesigned student success course called First Year Seminar (FYS), which is intended to better support students than a typical student success course by incorporating academic content, skill-building exercises, and applied teaching pedagogies, among other features, into the course. Based on both qualitative and quantitative analysis, our study finds that FYS participation is associated with positive student outcomes that appear to be sustained for a longer period of time than what is typically found for students taking a traditional student success course. The focus of FYS on student-centered pedagogy and on integrated course content appears to be beneficial. Our findings also suggest that when students have the opportunity to practice student success and basic academic skills within the context of an improved student success course, they are likely to apply those skills in future courses, potentially increasing their long-term educational attainment.
Interactions between Polygenic Scores and Environments: Methodological and Conceptual Challenges
Author: Domingue, Benjamin W.
Date: 2020-09-00
Type: Journal Articles
Subjects: Genetics,Environmental Influences,Scores,Interaction,Scientific Research,Measurement,Error of Measurement,Research Methodology,Models

Interest in the study of gene-environment interaction has recently grown due to the sudden availability of molecular genetic data--in particular, polygenic scores--in many long-running longitudinal studies. Identifying and estimating statistical interactions comes with several analytic and inferential challenges; these challenges are heightened when used to integrate observational genomic and social science data. We articulate some of these key challenges, provide new perspectives on the study of gene-environment interactions, and end by offering some practical guidance for conducting research in this area. Given the sudden availability of well-powered polygenic scores, we anticipate a substantial increase in research testing for interaction between such scores and environments. The issues we discuss, if not properly addressed, may impact the enduring scientific value of gene-environment interaction studies.
A New Framework for Identifying At-Risk Students in Public Schools. Working Paper No. 261-0122
Author: Fazlul, Ishtiaque
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: At Risk Students,Public Schools,Elementary Secondary Education,Low Income Students,Socioeconomic Status,English Language Learners,Students with Disabilities,Special Needs Students,Poverty,Disadvantaged Youth,Measurement Techniques,Academic Achievement,Standardized Tests,Educational Policy,Achievement Gap,Minority Group Students

We develop a new framework for identifying at-risk students in public schools. Our framework has two fundamental advantages over &quot;status quo&quot; systems: (1) it is based on a clear definition of what it means for a student to be at risk and (2) it leverages states' rich administrative data systems to produce more informative risk measures. Our framework is more effective than common alternatives at identifying students who are at risk of low academic performance and we use policy simulations to show that it can be used to target resources toward these students more efficiently. It also offers several other benefits relative to &quot;status quo&quot; systems. We provide an alternative approach to risk measurement that states can use to inform funding, accountability, and other policies, rather than continuing to rely on broad categories tied to the nebulous concept of &quot;disadvantage.&quot;
The Growing Segmentation of the Charter School Sector in North Carolina. Working Paper 133
Author: Ladd, Helen F.
Date: 2015-08-00
Type: Reports - Research
Subjects: Charter Schools,Educational Trends,Parent Attitudes,Preferences,Educational History,Trend Analysis,Commercialization,Racial Composition,Institutional Characteristics,Equal Education,White Students,Achievement Tests,Scores,Comparative Analysis,Admission (School),Public Schools,Elementary Secondary Education

A defining characteristic of charter schools is that they introduce a strong market element into public education. In this paper, we examine the evolution of the charter school sector in North Carolina between 1999 and 2012 through the lens of a market model. We examine trends in the mix of students enrolled in charter schools, the racial imbalance of charter schools, the quality of the match between parental preferences in charter schools relative to the quality of match in traditional public schools, and the distribution of test score performance across charter schools relative those in traditional public schools serving similar students over time. Taken together, our findings imply that the charter schools in North Carolina are increasingly serving the interests of relatively able white students in racially imbalanced schools.
School Performance, Accountability, and Waiver Reforms: Evidence from Louisiana
Author: Dee, Thomas S.
Date: 2019-09-00
Type: Journal Articles
Subjects: School Effectiveness,Accountability,School Turnaround,Educational Change,Educational Legislation,Federal Legislation,Outcomes of Education,Academic Achievement,Educational Policy,State Standards,Performance Based Assessment,Needs Assessment,Elementary Secondary Education,Educational Quality

States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated &quot;Focus Schools&quot; that contribute to achievement gaps. We examine the performance effects of such &quot;differentiated accountability&quot; reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3 years, Louisiana's Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings reflect policy reform fatigue and poor quality of implementation at the state and local level. [This article was published in &quot;Educational Evaluation and Policy Analysis&quot; (EJ1223473).]
School Counselor Perspectives on Implementing a Modular Treatment for Youth
Author: Corteselli, Katherine A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Evidence Based Practice,Intervention,Mental Health,Psychotherapy,Program Implementation,Counselor Attitudes,Barriers,Educational Environment,Program Effectiveness,School Health Services,Learning Modules,Value Judgment

Despite great advancements in the development of evidence-based treatments (EBTs) for youth mental health problems, few EBTs have been adopted by or successfully implemented in schools. This is of concern, as schools are the most common entry point for youth mental health services. Modular psychotherapies may be a particularly good fit for the school context given their flexible nature. This study examined the experiences of school counselors implementing of a modular therapy. School counselors (n = 20) were recruited from a larger randomized controlled effectiveness trial in five school districts. Counselors participated in semi-structured interviews, and content analysis was used to elucidate barriers and facilitators to successful implementation of the protocol. Barriers and facilitators fell into four broad categories, consistent with the Consolidated Framework for Implementation Research: (1) intervention components, (2) school setting, (3) school counselors, and (4) study-specific processes. School counselors generally found the flexible nature of the protocol to be a good fit for their students and emphasized the benefits of training and ongoing consultation. Counselors highlighted many logistical barriers specific to the school counseling setting (e.g., lack of time, space, and competing job demands). Findings underscore the need for the development, testing, and implementation of brief and flexible mental health treatments that are tailored through school stakeholder engagement.
TIMSS 2023 Assessment Frameworks
Author: Mullis, Ina V. S., Ed.
Date: 2021-00-00
Type: Collected Works - General
Subjects: Achievement Tests,International Assessment,Science Achievement,Mathematics Achievement,Mathematics Tests,Elementary Secondary Education,Foreign Countries,Science Tests,Educational History,Computer Assisted Testing,Technological Advancement,Global Approach,Data Collection,Test Items,Item Analysis,Computer Software,Test Format,Responses,Problem Solving,Inquiry,Vignettes,Scoring,Accuracy,Cross Cultural Studies,Comparative Education

TIMSS (Trends in International Mathematics and Science Study) is a long-standing international assessment of mathematics and science at the fourth and eighth grades that has been collecting trend data every four years since 1995. About 70 countries use TIMSS trend data for monitoring the effectiveness of their education systems in a global context, and more countries join TIMSS with each subsequent assessment cycle. Because it marks the successful transition to its first fully digital assessment cycle, TIMSS 2023 is a watershed cycle in the 28 year history of TIMSS. Half the TIMSS countries pioneered the transition to digital assessment in TIMSS 2019 paving the way for an &quot;all digital&quot; turning point in TIMSS 2023. Capitalizing on the benefits of technological advances is necessary for TIMSS to remain in sync with global realities, and TIMSS 2023 will set the wheels in motion to improve the quality of TIMSS data, increase efficiency in data collection, and make the data more useful. To provide deeper insights into how students approach mathematics and science assessment tasks, solve problems, and communicate their responses, TIMSS 2023 will include more complex and innovative item types that capture both responses and process indicators. A digital item designer and translation system will support TIMSS 2023 item development, enabling interactive opportunities and provision of various digital tools for students to use in developing and providing their responses. The idea of Problem Solving and Inquiry (PSI) Tasks introduced in TIMSS 2019 (ED596167) will be further developed. PSI tasks are based on attractive, interactive scenarios that allow students to follow a series of steps toward a solution or goal. A variety of PSI tasks will be integrated into the mathematics and science assessments. Finally, a concerted effort will be made to increase the degree of automated scoring to improve scoring accuracy and comparability across countries, including research into using machine learning to evaluate graphical and short written responses.
Digital Storytelling in L2 Writing: The Effectiveness of &quot;Storybird Web 2.0 Tool&quot;
Author: Kazazoglu, Semin
Date: 2021-04-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Story Telling,Educational Technology,Creativity,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Writing Instruction,Age Groups,Self Concept,Case Studies,Middle School Students,Grade 8,Student Attitudes,Instructional Effectiveness,Foreign Countries

At the beginning of the 21st century, computer-assisted instruction dominated most of the fields of language education. Within this frame, writing has evolved in second language education as a result of technological changes. There have been a great number of studies on the benefits of computer-assisted writing. On the other hand, some studies suggest that writing on a computer has drawbacks, especially for creativity and originality. To contribute to this ever-lasting debate, this study hypothesizes that computer-assisted writing has a positive role on generation Z (Gen Z). In a study by Adobe (2016), Gen Z students are found to see tech and creativity as an important and intersecting aspect of their identities. This case study explores the Turkish middle school students' experiences on the integration of a digital storytelling tool called Storybird in their English classrooms. The current study is conducted at a state school with the participation of 6 students who are in 8th grades. The main goal of this research study is to discover the students' overall reflections on writing English through Storybird web 2.0 tools. The data is collected through pre- and post- open-ended questionnaires, observations, and pictures. The results show that Storybird has a positive impact on the students' perspectives towards L2 writing. Accordingly, it can be deducted from the findings that Storybird can be used as an effective digital tool for enhancing L2 writing in an EFL classroom.
School Feeding Programs in IBSA Countries: A Review
Author: Kaur, Sarbjit
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,Developing Nations,Barriers,Lunch Programs,Disadvantaged Youth,Poverty,Hunger,Nutrition,Educational Policy,Elementary Secondary Education,Access to Education,Child Health

The IBSA forum is an important collaboration of India-Brazil-South Africa to address the social developmental challenges of developing countries through South-South Cooperation. All three countries share same colonial history and at present have developing economies and struggling to provide best public services to their citizens through the appropriate policy planning and introduction of welfare schemes. In the field of education, all these countries are facing problem in the expansion of access of education for all due to the challenges such as high number of out of school children, high drop-out rate, high repetition rates etc. To tackle these problems, appropriate education policies on free and compulsory education have been implemented in these countries. Besides these education policies, these countries have started many compensatory programmes to address the major challenges in the goal of universal elementary education. One of the most important compensatory programmes in these countries is school meal programme. In all the three countries, school meal programmes have been started with dual purpose of keeping the children in the school and improving their nutritional status. This paper is an attempt to review the school meal programmes of IBSA countries to highlight their impact on the health and educational attainment of children especially children from the disadvantaged sections of the society.
Prevalence of Pre-Menstrual Dysphoric Disorder (PMDD) among Early Adults of Social Work Students in Chennai
Author: UnniKrishnan C., Aarthi
Date: 2020-09-00
Type: Journal Articles
Subjects: Females,Physiology,Symptoms (Individual Disorders),Psychological Patterns,Incidence,Young Adults,Masters Programs,Social Work,Foreign Countries,Body Composition,Body Weight,Body Height,Eating Habits,College Students,Physical Activity Level,Depression (Psychology),Anxiety,Stress Variables

Introduction: Premenstrual dysphoric disorder (PMDD) is a cluster of emotional, and physical symptoms PMDD is a more serious and severe premenstrual condition that affects about 5% of women during their reproductive years. Although PMDD, like PMS, may include physical symptoms, it always involves a worsening of mood that interferes significantly with the woman's quality of life. A severe form of PMS is known as premenstrual dysphoric disorder (PMDD). Aim and objectives: The study was aimed to assess the prevalence of PMDD among early adults of MSSW and also to identify the effect of education qualification, BMI range, the effect of eating habits such as intake of meat, skipping meals and consumption of fried food, with PMDD. Materials and methods: The study was conducted at Madras School of Social Work, Chennai a total of 72 students were analyzed with a simple random sampling method. Data was analyzed using SPSS 20.0 version. Results: The result of the study showed that education qualification, i.e.) post graduates have positive significance with the PMDD indication. It is evident that certain disparities in the eating habits also have contribution to those respondents who has an indication of PMDD. Conclusion: Premenstrual dysphoric disorder (PMDD) is a severe problem with women of reproductive age, which may have contributed to the physical and the emotional experiences of the women, together with similar symptoms appearing in severe form compared to PMS. The effect of changed lifestyle, food habits, and education have an impact on menstrual disorders, including Premenstrual dysphoric disorder. The aim of the study is to analyze prevalence of PMDD and the association with the above said factors.
Problem-Solving Performance and Skills of Prospective Elementary Teachers in Northern Philippines
Author: Pentang, Jupeth T.
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Preservice Teachers,Elementary School Teachers,Numbers,Measurement,Geometry,Algebra,Probability,Predictor Variables,Gender Differences,Socioeconomic Status,Parent Background,Educational Attainment,High Schools,Intellectual Disciplines,Preferences,Mathematics Skills,Word Problems (Mathematics)

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs' level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex, socio-economic status, parents' educational attainment, high school graduated from, and subject preference; and their problem-solving skills. The PETs' problem-solving performance was determined by a problem set consisting of word problems with number sense, measurement, geometry, algebra, and probability. A mixed-method research design was employed. Senior PETs purposively served as a sample where they mostly preferred to teach other subjects than mathematics. PETs who preferred math performed satisfactorily, while prospective teachers who opted for other subjects performed unsatisfactorily. The PETs' unsatisfactory output indicates the need for remediation to advance the mathematical material skills and enrich the problem-solving abilities of these primary schools' potential teachers. Besides, results showed that subject preference strongly affected and predicted the problem-solving success of the PETs. PETs who preferred to teach mathematics performed significantly better than their counterparts; hence, mathematics as a field of specialization in the Bachelor of Elementary Education program may be considered by teacher education institutions. Further, most PETs displayed lack of problem-solving skills; thus, a Problem-Solving course is recommended for them.
Returns to Teacher Experience: Student Achievement and Motivation in Middle School. Working Paper 112. Update
Author: Ladd, Helen F.
Date: 2015-12-00
Type: Reports - Research
Subjects: Music Education,Teaching Experience,Academic Achievement,Student Motivation,Middle School Students,Middle School Teachers,Student Behavior,Attendance,Teacher Influence,Experienced Teachers,Student Characteristics,Teacher Effectiveness,Language Arts,English Teachers,Mathematics Teachers

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers' years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers by the use of teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do continue to learn on the job.
School Climate and Educator Well-Being in Kentucky
Author: Kentucky Department of Education
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Environment,Well Being,Teacher Attitudes,Predictor Variables,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Elementary Schools,Middle Schools,High Schools,Early Childhood Education,Institutional Characteristics,Academic Achievement

School climate has been connected to many important school and student-level outcomes: student achievement, teacher retention, and more. However, the understanding of the extent to which school climate and educator well-being are connected is less robust. This paper explores the extent to which school climate predicts educators' perceptions of emotional well-being using the Impact KY survey from 2020. Using descriptive and regression models it is found: (1) Educators answered less favorably about emotional well-being than school climate; (2) School climate and emotional well-being are correlated; (3) Climate, more than any other factor, predicts educator concern about emotional wellbeing; and (4) Climate matters more for educator well-being in low-performing schools than in high-performing schools.