ethanporcaro/eric-fulltext-meta huggingface dataset:
Passport Reading Journeys [TM]. Intervention Report. Topic Area: Adolescent Literacy
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Literacy,Reading Skills,Reading Comprehension,Vocabulary,Word Study Skills,Writing Skills,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Reading Difficulties,Teaching Methods,Large Group Instruction,Small Group Instruction,Technology Uses in Education,Educational Technology,Science Instruction,Mathematics Instruction,Literature,Social Studies,Program Effectiveness,Cooperative Learning,Middle School Students,High School Students,Reading Tests,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Special Education,Reading Programs,Costs

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Passport Reading Journeys&quot; [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Passport Reading Journeys&quot; [TM] on student literacy. The WWC identified six studies of &quot;Passport Reading Journeys&quot;[TM]. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;Passport Reading Journeys&quot; [TM] on students-including white, black, and Hispanic students-in a range of grades-Grade 6 through 9- and a variety of school settings, including urban, suburban, and rural districts. [For the Intervention Brief, see ED600568. For the Intervention Snapshot, see ED600569.]
Passport Reading Journeys [TM]. Intervention Brief. Topic Area: Adolescent Literacy
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Literacy,Reading Skills,Reading Comprehension,Vocabulary,Word Study Skills,Writing Skills,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Reading Difficulties,Teaching Methods,Large Group Instruction,Small Group Instruction,Technology Uses in Education,Educational Technology,Science Instruction,Mathematics Instruction,Literature,Social Studies,Program Effectiveness,Cooperative Learning,Middle School Students,High School Students,Reading Tests,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Special Education,Reading Programs,Costs

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Passport Reading Journeys&quot; [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Passport Reading Journeys&quot; [TM] on student literacy. The WWC identified six studies of &quot;Passport Reading Journeys&quot; [TM]. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;Passport Reading Journeys&quot; [TM] on students-including white, black, and Hispanic students-in a range of grades-Grade 6 through 9 - and a variety of school settings, including urban, suburban, and rural districts. [For the full report, see ED600567. For the Intervention Snapshot, see ED600569.]
Passport Reading Journeys [TM]. Intervention Snapshot. Topic Area: Adolescent Literacy
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Literacy,Reading Skills,Reading Comprehension,Vocabulary,Word Study Skills,Writing Skills,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Reading Difficulties,Teaching Methods,Large Group Instruction,Small Group Instruction,Technology Uses in Education,Educational Technology,Science Instruction,Mathematics Instruction,Literature,Social Studies,Program Effectiveness,Cooperative Learning,Middle School Students,High School Students,Reading Tests,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Special Education,Reading Programs,Costs

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Passport Reading Journeys&quot; [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten-lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Passport Reading Journeys&quot; [TM] on student literacy. The WWC identified six studies of &quot;Passport Reading Journeys&quot; [TM]. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;Passport Reading Journeys&quot; [TM] on students-including white, black, and Hispanic students-in a range of grades-Grade 6 through 9- and a variety of school settings, including urban, suburban, and rural districts. Findings on &quot;Passport Reading Journeys&quot; [TM] from three studies that meet WWC standards are shown below. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings are presented. The improvement index is a measure of the intervention's effect on an outcome. It can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention. The finding on comprehension is based on analyses that include 2,001 students. The findings on general literacy achievement is based on analyses including 2,316 students. [For the full report, see ED600567. For the Intervention Brief, see ED600568.]
The Effects of Corequisite Remediation: Evidence from a Statewide Reform in Tennessee. CCRC Working Paper No. 115
Author: Ran, Florence Xiaotao
Date: 2019-11-00
Type: Reports - Research
Subjects: Remedial Instruction,College Preparation,Community Colleges,Educational Change,Student Placement,College Readiness,Program Effectiveness,Mathematics Achievement,Reading Achievement,English Instruction,Required Courses,Academic Persistence,College Transfer Students,Graduation,Two Year College Students,Remedial Mathematics,Remedial Reading,Student Characteristics

Corequisite remediation, which mainstreams students deemed academically underprepared into college-level courses with additional learning support, is rapidly being adopted by colleges across the nation. This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents. Using regression discontinuity and difference-in-regression-discontinuity designs, we estimated the causal effects of placement into corequisite remediation compared with placement into traditional prerequisite remediation and direct placement into college-level courses. For students on the margin of the college readiness threshold, those placed into corequisite remediation were 15 percentage points more likely to pass gateway math and 13 percentage points more likely to pass gateway English within one year of enrollment than similar students placed into prerequisite remediation. Compared with their counterparts placed directly into college-level courses, students placed into corequisite remediation had similar gateway course completion rates and were about 8 percentage points more likely to enroll in and pass a subsequent college-level math course after completing gateway math. The positive effects of corequisite remediation compared with prerequisite remediation in math were largely driven by efforts to guide students to take math courses aligned with the requirements for their program rather than placing most students into the algebra-calculus track by default, as has been the standard practice. We found no significant impacts of placement into corequisite remediation on enrollment persistence, transfer to a four-year college, or degree completion. This suggests that corequisite reforms, though effective in helping students pass college-level math and English, are not sufficient to improve college completion rates overall.
Aligning Education Policy with the Science of Learning and Development
Author: Truong, Natalie
Date: 2019-10-00
Type: Information Analyses
Subjects: Alignment (Education),Educational Policy,Educational Research,Theory Practice Relationship,Learning Processes,Student Development,Educational Trends,Elementary Secondary Education,Student Centered Learning,Educational Change

This report analyzes recent learning sciences research and provides nine recommendations to address a critical need: how can education policy support and align with the science of learning and development? Research on how students learn and develop is providing teachers, practitioners, and policymakers with insights on how to help students learn and grow academically and develop holistically to achieve successful outcomes in their education and in life. This report intends to bridge a knowledge gap in the field and can be used by education leaders to create a vision and framework for how to best support student learning and development.
Inside Divestment: The Illiberal Movement to Turn a Generation against Fossil Fuels
Author: Peterson, Rachelle
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: College Students,Investment,Activism,Fuels,Universities,Conservation (Environment),College Faculty,Freedom of Speech,Geographic Regions,Politics,Educational Attainment,Institutional Characteristics,Achievement Rating,Religion,Endowment Funds,Costs,Risk,Trustees,Ethics

This report offers a history and analysis of the fossil fuel divestment movement, concentrating on American colleges and universities. The campaign began at a small college near Philadelphia. Early divestors were colleges and universities in the northeastern United States. The vast majority of the educational institutions that have taken divestment pledges are in the United States. Even as the campaign has grown to other institutions in other parts of the world, its advocates remain dominated by students. The report offers a perspective that sees through the oversized projections the divestment movement has cast of itself. It also offers the most extensive encyclopedia of college fossil fuel divestment campaigns published to date. The end of the report provides short essays from scholars and thinkers who have a variety of ideas worth considering. These include Bill McKibben, the architect of the fossil fuel divestment movement; Viscount Matt Ridley, a scientist and popular science writer; Willie Soon, an astrophysicist, and Lord Christopher Monckton, an environmental policy expert; Alex Epstein, author of &quot;The Moral Case for Fossil Fuels&quot;; and William M. Briggs, a statistician. [Additional support for this project was provided by the Weiler Foundation.]
Student Engagement: Evidence-Based Strategies to Boost Academic and Social-Emotional Results
Author: Abla, Cheryl
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Evidence Based Practice,Academic Achievement,Social Development,Emotional Development,Readiness,Student Participation,Educational Practices,Teacher Student Relationship,Motivation Techniques,Technology Uses in Education,Questioning Techniques

Researchers have been refining their thoughts on student engagement for decades, and teachers who familiarize themselves with this history have an advantage in identifying opportunities to make their own work resonate with students, according to McREL's Cheryl Abla and Brittney R. Fraumeni. The authors present McREL's definition of student engagement as &quot;A condition of emotional, social, and intellectual readiness to learn characterized by curiosity, participation, and the drive to learn more.&quot; Research shows engagement is correlated with academic success and reductions in antisocial behaviors and substance use. And thankfully for teachers, there are evidence-based tactics that can be used to assess and improve students' engagement, several of which are detailed here.
2016-17 Guide to Calculating School and District Grades
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2017-08-00
Type: Guides - Non-Classroom
Subjects: School Districts,Grading,Guidelines,Annual Reports,School Effectiveness,Computation,Evaluation Methods,Evaluation Criteria,Scoring Formulas,Alternative Assessment,Language Arts,English,Mathematics Tests,Science Tests,Social Studies,Achievement Gains,Acceleration (Education),Graduation Rate,Elementary Secondary Education,Mathematics Achievement,Science Achievement

School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2016-17 school grades model uses the school grades model first adopted for 2014-15. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2016-17 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The school grading system focuses the school grading formula on student success measures: (1) achievement; (2) learning gains; (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support. [For the &quot;2015-16 Guide to Calculating School and District Grades,&quot; see ED579157.]
Better Data, Better Outcomes: Promoting Evidence, Equity, and Student Success through the Framework for State Postsecondary Data Solutions
Author: Bussey, Karen
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Evidence Based Practice,Data Collection,Data Use,Barriers,Partnerships in Education,Advocacy,Educational Practices,Decision Making,Program Effectiveness,Resource Allocation,Shared Resources and Services,Student Records,Privacy,Information Security,Compliance (Legal),Laws

Accurately evaluating what works -- and what doesn't -- to improve student progression through higher education requires the robust use of reliable data. States play a pivotal role in compiling and using data to empower student choice, spur continuous institutional and system improvement, and develop evidence-based solutions that promote college access and success for all students in their state. However, certain challenges have prevented states from fully leveraging education and workforce data, including difficulty matching and sharing data across agencies and states, and legal and regulatory compliance barriers. &quot;Better Data, Better Outcomes: Promoting Evidence, Equity, and Student Success through the Framework for State Postsecondary Data Solutions&quot; introduces a new framework that highlights the barriers to effective data use by states and identifies approaches to eliminating those barriers, with solutions at the federal, state, and regional levels. The Framework identifies opportunities to build innovative partnerships and develop messaging and advocacy strategies to champion a culture of data use. Together, approaches outlined in the Framework help states advocate for resources and promote change.
2017-18 Guide to Calculating School Grades, District Grades, and the Federal Percent of Points Index
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: School Districts,Grading,Guidelines,Annual Reports,School Effectiveness,Computation,Evaluation Methods,Evaluation Criteria,Scoring Formulas,Alternative Assessment,Language Arts,English,Mathematics Tests,Science Tests,Social Studies,Achievement Gains,Acceleration (Education),Graduation Rate,Elementary Secondary Education,Mathematics Achievement,Science Achievement

School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2017-18 school grades model uses the school grades model first adopted for 2014-15. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2017-18 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The school grading system focuses the school grading formula on student success measures: (1) achievement; (2) learning gains; (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support. [For &quot;2016-17 Guide to Calculating School and District Grades,&quot; see ED600577.]
2018-2019 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Adult Education,Educational Assessment,State Policy,Program Evaluation,Accountability,Student Evaluation,Achievement Gains,Evaluation Methods,Students with Disabilities,Special Needs Students,Distance Education,Training,Computer Assisted Testing,Alternative Assessment,Public Policy,Disclosure,English Language Learners,Vocational Education,Scores,Information Dissemination,Benchmarking,Integrity,Information Security,Standardized Tests,Testing Accommodations

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are also included. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the &quot;2017-2018 Florida Adult Education Assessment Technical Assistance Paper,&quot; see ED591498.]
Opportunity Lost: Net Price and Equity at Public Flagship Institutions
Author: Mugglestone, Konrad
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Access to Education,Educational Equity (Finance),Low Income Students,Resource Allocation,College Freshmen,Need Analysis (Student Financial Aid),Student Costs,State Federal Aid,Student Characteristics,Paying for College,State Universities,Selective Admission,Public Colleges

Public flagship universities are often the most selective, rigorous, and well-resourced public schools in each state, and their important status and name recognition play an important role in raising the college-going aspirations of state residents. Flagships are well-positioned to promote social and economic mobility. However, increasingly high costs of attendance, declining state investment, and inadequate and poorly-targeted financial aid policies mean that too few low-income students have meaningful access to these elite institutions. Opportunity Lost: Net Price and Equity at Public Flagship Institutions draws on data from each university's net price calculator to assess their affordability for five prototypical college students from different socioeconomic backgrounds. While state flagships promise a high-quality, affordable path to a college degree for state residents, this analysis finds that these institutions are too expensive for most aspiring and enrolled low-income college students. Key findings include: (1) Most flagships are not affordable for most students: Only six universities are affordable for students from low- or middle-income families, while students from high-income families can easily afford flagship prices in all fifty states; (2) Low-income students are asked to pay far more than they can afford: At some flagships, low-income students may need to cover over $80,000 beyond what they can afford over four years; (3) Many states and institutions provide financial aid to students who can already afford the cost of college: At 34 flagships, the state or institution provides financial aid to a typical high-income students who comes from a household earning over $167,000 per year; and (4) At the most affordable institutions, access remains a problem: Of the most affordable institutions for low-income students, many enroll very few low-income students. The report offers actionable recommendations for institutional and state leaders to promote affordability and equity at state flagship institutions. This report builds on IHEP's 2017 report, &quot;Limited Means, Limited Options: College Remains Unaffordable for Many Americans&quot;, which assessed the affordability of over 2,000 American colleges and universities and found that only one to five percent of institutions were affordable for low-income, working-class, and middle-income students. [To view the 2017 report, &quot;Limited Means, Limited Options: College Remains Unaffordable for Many Americans,&quot; see ED591563.]