ethanporcaro/eric-fulltext-meta huggingface dataset:
Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789
Author: Huang, Denise
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: After School Education,After School Programs,Educational Opportunities,Partnerships in Education,School Community Relationship,Longitudinal Studies,At Risk Students,Standardized Tests,Academic Achievement,Institutional Characteristics,Language Arts,Program Evaluation

After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and middle school students. This paper presents findings from Year 2 of a four-year longitudinal study describing the statewide landscape of the California ASES programs. It examines the effectiveness and efficiencies of these programs in recruiting and retaining students at risk and in increasing their academic successes as indicated by California Standardized Test scores, youth development outcomes, and the English learners' California English Language Development Test scores. Appendices include: (1) Summary of Data Sources and Profiles of Student Characteristics (Chapter III); and (2) Student and School Characteristics (Chapter IV). (Contains 75 tables, 7 figures and 7 footnotes.)
Evaluation of the Enhanced Assessment Grants (EAGs) SimScientists Program: Site Visit Findings. CRESST Report 791
Author: Herman, Joan
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Science Instruction,Middle Schools,Simulation,Classrooms,Program Effectiveness,Program Evaluation,Formative Evaluation,Teacher Surveys,Ecology

This evaluation report addresses the implementation, utility, and feasibility of SimScientists' simulation-based assessments for middle school science classrooms, with particular attention to the use of accommodations available in the program. Data were collected from a convenience sample of five schools and eight teachers across three states participating in a larger pilot of SimScientists. During site visits, CRESST researchers conducted classroom observations and teacher interviews addressing the major components of the SimScientists program in two topics: (1) Ecosystem and (2) Force and Motion. SimScientists components included embedded, formative assessments; reflection activities designed to deepen student understanding of key ideas and processes; and benchmark assessments to gauge student learning at the end of the unit. Site visit findings were confirmed using teacher survey results from the larger pilot on teachers' use and satisfaction. Embedded and Benchmark Assessments are appended. (Contains 17 figures and 23 tables.)
Using Key Conceptual Ideas to Improve Teacher Use of Formative Assessment Data. CRESST Report 794
Author: Vendlinski, Terry P.
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Instruction,Mathematics Teachers,Grade 6,Grade 7,Grade 8,Faculty Development,Professional Development,Mathematical Concepts,Formative Evaluation,Mathematics Achievement,Data Analysis,Algebra,Experienced Teachers

Making the transition from arithmetic to mathematics, especially algebra, is critical to future academic and economic success, yet many students find this transition difficult and success in algebra elusive. This paper reports on the outcomes achieved from a three year course of professional development, POWERSOURCE[c], that helped teachers apply key foundational concepts and formative assessment to math content studied in the 6th, 7th, and 8th grade. The POWERSOURCE[c] project associated with the professional development reported here found significant gains from students' pretests to students' posttests. Our findings suggest that these gains were associated with changes in teacher thinking and that such change may be easier for more experienced math teachers in earlier rather than later middle school grades. Directions for completing the knowledge map, as well as the complete list of concepts and links is provided in the appendix. (Contains 17 tables.)
The Practical Benefits of Growth Models for Accountability and the Limitations under NCLB. Policy Brief 9, Spring 2007
Author: Goldschmidt, Pete
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Pilot Projects,Educational Improvement,Federal Programs,School Districts,Educational Indicators,Accountability,Educational Policy,Measures (Individuals),Educational Assessment,Educational Legislation,Academic Achievement

The No Child Left Behind (NCLB) Act of 2001 requires states to monitor student and school performance based on &quot;adequate yearly progress&quot; (AYP), which essentially is a count of the number of students meeting a specified target. States, many of which have a growing number of schools and school districts entering NCLB's &quot;needs improvement&quot; status, have urged the U.S. Department of Education to consider alternate ways to measure and report student progress because AYP disproportionately identifies certain schools as failing (Choi, Goldschmidt, &amp; Yamashiro, 2005). Some researchers have predicted that by the 2013-2014 school year, nearly all schools and school districts will not meet AYP requirements, even many of America's highest achieving schools in affluent areas (Goldschmidt, 2006; Linn, 2005). In November 2005, U.S. Secretary of Education Margaret Spellings, announced a Growth Model Pilot program (U.S. Department of Education, 2006) to which states may submit alternative accountability models to monitor schools. As of February 2007, five states--Tennessee, North Carolina, Delaware, Arkansas, and Florida--have had their growth models approved for use in 2006-2007. Growth models are a different way to track student progress compared with current NCLB requirements that use AYP. This policy brief addresses the broader topic of education accountability models, or systems, describes both status and growth accountability models, and provides several policy recommendations. (Contains 5 figures and 4 notes.)
Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010
Author: Wolf, Mikyung Kim
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Validity,Testing Accommodations,Alignment (Education),Educational Assessment,State Standards,Language Proficiency,Classification,Educational Opportunities,Teacher Education

English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. Yet ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress, 72% of 8th-grade ELL students scored below basic in mathematics compared to 26% of non-ELL students (National Center for Education Statistics, 2009). Drawing from a 3-year research effort funded by the U.S. Department of Education, UCLA's (University of California, Los Angeles') National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has developed a list of recommendations for improvements in the validity of assessment systems for ELL students. The authors' recommendations include the areas of: (1) English Language Proficiency (ELP) Standards and Assessments; (2) ELL Classification and Reclassification; (3) Content Assessments for ELL Students; (4) ELL Test Accommodations; and (5) Teacher Capacity and ELL Students' Opportunity to Learn. [For "Improving the Validity of English Language Learner Assessment Systems. Full Report. Policy Brief 10, Spring 2010," see ED520528.]
IES Integrated Learning Assessment Final Report. CRESST Report 788
Author: Silver, David
Date: 2011-03-00
Type: Reports - Research
Subjects: Reading Programs,Apprenticeships,Secondary School Teachers,Faculty Development,Scoring Rubrics,Reading Comprehension,Reading Strategies,Program Evaluation,Performance Based Assessment,Student Evaluation,Performance Tests,Feedback (Response),Multiple Choice Tests,Biology,History,Metacognition

The main purpose of this study was to examine the effects of the Reading Apprenticeship professional development program on several teacher and student outcomes, including effects on student learning. A key part of the study was the use of an enhanced performance assessment program, the Integrated Learning Assessment (ILA), to measure student content understanding. The ILA instruments included multiple components that assessed student content knowledge, reading comprehension, metacognition, use of reading strategies, and writing skills in applied knowledge. An analysis of student scores using the ILA found little or no significant effects from the Reading Apprenticeship program on class-level student outcomes. However, the researchers found a significant positive effect on teachers' literacy instruction. Appendices include: (1) Biology ILA (Parts 1, 2, 3); (2) History ILA (Parts 1, 2, 3); (3) ILA Teacher Feedback Survey; (4) Metacognition Scoring Rubric; (5) Reading Strategies Scoring Rubric; (6) Writing Content Scoring Rubric; (7) Writing Language Scoring Rubric; (8) Writing Language Rubric Description; and (9) IRT-Based Analysis of Multiple Choice Tests of Content Knowledge. (Contains 28 tables, 5 figures and 6 footnotes.)
The Feasibility of Using Cluster Analysis to Examine Log Data from Educational Video Games. CRESST Report 790
Author: Kerr, Deirdre
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Video Games,Multivariate Analysis,Data Analysis,Context Effect,Educational Games,Pattern Recognition,Misconceptions

Analyzing log data from educational video games has proven to be a challenging endeavor. In this paper, we examine the feasibility of using cluster analysis to extract information from the log files that is interpretable in both the context of the game and the context of the subject area. If cluster analysis can be used to identify patterns of thought as students play through the game, this method may be able to provide the information necessary to diagnose mathematical misconceptions or to provide targeted remediation or tailored instruction. Appendices include: (1) Cluster Analysis Basics; (2) Extracted Clusters by Level; (3) SPSS Syntax; (4) R Code; and (5) Percentage of Attempts in Each Cluster. (Contains 9 figures and 18 tables.)
The Development and Impact of POWERSOURCE[c]: Year 5. CRESST Report 792
Author: Phelan, Julia
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Computer Software,Intervention,Formative Evaluation,Mathematics Curriculum,Program Evaluation,Pretests Posttests,Mathematics Achievement,Item Analysis,Scores,Grade 6,Grade 7,Grade 8

The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The core undertaking of our work during the 2008-09 school year was to continue with an extended, random assignment implementation study of the POWERSOURCE[c] program. Results from our analyses indicated that a short amount of targeted intervention on key mathematical principles had a positive impact on student performance on transfer measures of related content. The POWERSOURCE[c] intervention had more impact on the relatively higher-performing students than the lower-performing students; that is, those students with higher initial pretest scores tended to benefit more from the treatment when compared to students with lower pretest scores. Appendices include: (1) CFA [confirmatory factor analysis] Result of PS Grade 6 Pretest; (2) CFA Result of PS Grade 6 Interim Measure; (3) CFA Result of PS Grade 6 Transfer Measure; (4) CFA Results of PS Grade 7 Pretest; (5) CFA Result of PS Grade 7 Transfer Measure; (6) Item Analysis Results of PS Grade 6 Pretest; (7) Item Analysis Results of PS Grade 7 Pretest; (8) Sources of Transfer Measure Items; (9) Alignment of CA [California] Standards and NCTM; (10) Item Analysis Results of PS Grade 6 Posttest; (11) Grade 7 Transfer Measure 2008/2009; (12) Item Analysis Results of PS Grade 7 Posttest; (13) Grade 6 Transfer Measure 2008/2009; (14) Item Analysis Results of PS Grade 6 Intertest; (15) Descriptive Statistics by Content Domain; (16) Additional Descriptive Statistics for Grades 6 and 7; (17) Complete Statistical Model Used; (18) Estimates for Fixed Effects and the Variance; (19) Subdomain HLM Analysis Results for Grade 7; (20) Fixed Effects and the Variance Components in the Model, Grade 6; (21) Subdomains as an Outcome Variable, Grade 6; (22) Interim Measure Estimates of Fixed Effect and the Variance Components; (23) Estimates for Fixed Effects and the Variance Components in the Model, Grade 6 Transfer Measure; (24) Teacher Evaluation of Student Work; (25) Grade 7 Interim Transfer Measure 2009/2010; (26) Grade 7 Transfer Measure, Revised Version; (27) Grade 8 Pretest; and (28) Grade 8 Transfer Measure 2009/2010. (Contains 1 footnote, 29 figures, and 62 tables.)
The Development and Impact of POWERSOURCE[c]: Year 3. CRESST Report 793
Author: Phelan, Julia
Date: 2011-05-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Computer Managed Instruction,Intervention,Formative Evaluation,Educational Strategies,Knowledge Base for Teaching,Knowledge Level,Faculty Development,Grade 6,Grade 7,Grade 8,Teacher Surveys,Item Analysis

The POWERSOURCE[c] intervention is a generalizable and powerful formative assessment-based strategy that can be integrated with any ongoing mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Our primary research objectives are based on our hypotheses that as a result of POWERSOURCE[c], teachers will become more proficient in their subject matter knowledge, more skilled in their formative use of assessment, and better focus their instruction on key ideas. Ultimately, teachers will be more effective in helping students to improve their understanding--as shown by measures of student learning. This report provides a detailed overview of our study results from the 2006-07 school year. We found that a knowledge mapping task and a student response analysis task, could be used as a set, or the knowledge mapping task could be used separately from the other tasks, in order to efficiently investigate both content knowledge of teachers and knowledge of teaching algebra. Appendices include: (1) Additional Item Analysis Results; (2) 6th Grade, Teacher Handbook, Properties of Arithmetic: The Distributive Property; (3) Sample Alternative Professional Development Materials; (4) Examples of Professional Development Website Materials; (5) Transfer Measure Items and Sources; (6) Transfer Measure Alignment: Standards and Focal Points; (7) Teacher Surveys; and (8) Interview and Observation Measures. (Contains 1 footnote, 8 tables, and 4 figures.)
Outlook. Number 362
Author: Council for American Private Education
Date: 2011-02-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Scholarships,Federal Legislation,Competition,National Competency Tests,Science Tests,Science Achievement

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Boehner and Lieberman Introduce D.C. Choice Bill; (2) Research Demonstrates Benefits of School Choice; (3) NAEP [National Assessment  of Educational Progress] Science; and (4) CAPE Notes.
Outlook. Number 363
Author: Council for American Private Education
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Scholarships,Federal Government,Federal Legislation,Educational Legislation,Hearings,Disadvantaged Youth,State Government

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) House Panel Hears Testimony on School Choice; (2) Senate Panel Holds Hearing on Opportunity Scholarships; (3) New Publications Document Growth of School Choice; (4) ESEA [&quot;Elementary and Secondary Education Act&quot;] Issue Paper; and (5) CAPE Notes.
Outlook. Number 364
Author: Council for American Private Education
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Scholarships,Federal Legislation,Educational Legislation,Educational Technology,Access to Education,Legislators

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) House Approves Opportunity Scholarships Bill; (2) Lawmakers Discuss Key Issues at CAPE Forum; (3) Digital Now; and (4) CAPE Notes.
Outlook. Number 365
Author: Council for American Private Education
Date: 2011-05-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Scholarships,Educational Opportunities,Disadvantaged Youth,Educational Legislation,Federal Legislation

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) School Choice Success in Supreme Court; (2) DC Opportunity Scholarships Reauthorized; (3) Indiana Approves Sweeping School Choice Legislation; (4) AZ Leads Again; and (5) CAPE Notes.
Outlook. Number 366
Author: Council for American Private Education
Date: 2011-06-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Eligibility,Enrollment Trends,Trend Analysis,Federal Legislation,Educational Legislation

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Federal Reports Show Enrollment Shifts Within Private Education; (2) Sooner State Turns to School Choice; (3) Proposed ESEA [&quot;Elementary and Secondary  Education Act&quot;] Flexibility Raises Concerns; (4) Choice Expands; and (5) CAPE Notes.
The Effects of Practicing with a Virtual Ultrasound Trainer on FAST Window Identification, Acquisition, and Diagnosis. CRESST Report 787
Author: Chung, Gregory K. W. K.
Date: 2011-02-00
Type: Reports - Research
Subjects: Diagnostic Tests,Human Body,Anatomy,Acoustics,Training,Simulation,Computer Assisted Instruction,Medical Students,Nursing Students,Observation,Performance Tests,Prior Learning,Feedback (Response),Trauma

In this study, we compared the effects of simulator-based virtual ultrasound scanning practice to classroom-based hands-on ultrasound scanning practice on participants' knowledge of FAST window quadrants and interpretation, and on participants' performance on live patient FAST exams. Twenty-five novice participants were randomly assigned to the simulation-practice condition and 24 participants to the classroom-practice condition. Participants were mostly medical school students, with some nursing students. Participants who received simulation-based practice scored significantly higher on interpreting static images of FAST windows. On live patient exams where participants scanned the RUQ, LUQ, and suprapubic quadrant of a normal patient and an ascites positive patient (6 quadrants total), there were no statistical differences between the two conditions on scan time, window acquisition, and window interpretation except for the following: the classroom-practice condition had shorter scan time for the LUQ, and a higher number of participants attaining high window quality on the RUQ (normal patient only) and suprapubic quadrant (positive patient only) and correct window interpretation on the LUQ (normal patient only). Performance was statistically similar on all other window quality and window interpretation measures on the other quadrants. Overall, classroom-based practice appeared to promote physical acquisition skills (e.g., acquiring a window) and simulator-based practice appeared to promote window interpretation skills. The simulator used (SonoSimulator[TM]) was well received by participants and appears promising as a training tool not only to increase probe time, but also to increase exposure to FAST windows reflecting various anatomy and disease states. Appendices include: (1) Posttest Form (Knowledge of Ultrasound and Background Survey); (2) Prior Knowledge of Anatomy Items; (3) Participant Feedback Form; (4) Participant Comments; (5) Picture of a Classroom Practice Session; (6) Picture of the Lab Setup; (7) Classroom Practice Observation Form; (8) Performance test Observation Form;  (9) Picture of the Simulation Setup; (10) Simulation User Interface Screenshots; (11) Simulation Condition Directions; (12) Ultrasound Simulation Report; and (13) Sonographer Feedback Form. (Contains 11 tables, 3 figures and 3 footnotes.)
Instructional Methods to Foster Student Learning
Author: Rulloda, Rudolfo Barcena
Date: 2011-05-28
Type: Reports - Descriptive
Subjects: Teaching Methods,Instructional Effectiveness,Instructional Innovation,Instructional Leadership,Educational Practices,Classroom Techniques,Multiple Intelligences,Integrated Curriculum,Reflection,Teaching Models,Student Diversity,Educational Improvement

With an increasing number of African American, Asian, and Hispanic students in many California classrooms, this presents a challenge to teachers because all of the students in the classrooms have different learning styles and techniques. However, this offers an opportunity for teachers to experiment on the ingenious teaching methods that will foster students learning. And by implementing these appropriate instructional methods, teachers would greatly improve their personal teaching practices.
Brainstorming for Ideas
Author: Mogahed, Mogahed M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Writing (Composition),Student Participation,Brainstorming,Process Approach (Writing),Writing Assignments,Writing Strategies,Teaching Methods,Classroom Techniques

Learners occasionally complain that they lack ideas when sitting down to write a composition. Teachers complain that they do not want to spend half the class time telling students what to write. There is an answer. Teachers brainstorm words connected with the topic in class before setting the composition for homework. The question remains: how to brainstorm for writing. This article answers this question.