ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact Evaluation of &quot;12 for Life&quot;: Better Lives through Education and Employment
Author: Dowell, Kathleen
Date: 2018-05-18
Type: Reports - Research
Subjects: High School Students,Dropouts,Dropout Prevention,Program Evaluation,Program Effectiveness,STEM Education,On the Job Training,Job Skills,Skill Development,Mentors,Employment Opportunities,At Risk Students,Quasiexperimental Design,Grade Point Average,Suspension,Incidence,Outcomes of Education,Grade 10,Comparative Analysis,Statistical Significance

&quot;12 for Life&quot; is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. &quot;12 for Life&quot; provides a rigorous STEM curriculum, combined with on-the-job-training, work/life skills development, mentoring, and employment opportunities to high school students who are at high risk of dropping out of school. The impact evaluation used a quasi-experimental design (QED) to examine the effect of &quot;12 for Life&quot; on grade point average (GPA), number of suspensions, and incidence of dropping out of school. &quot;12 for Life&quot; students who enrolled in the program during the 2014-15 school year were followed for three years. Outcomes for &quot;12 for Life&quot; students were compared to a matched sample of students with similar risk factors for dropping out of school who started 10th grade in fall 2014 and who participate in business-as-usual, traditional academic instruction in the high school environment. Comparison students were followed for three years. Results showed no statistically significant impact on grade point average (GPA) at the end of 12th grade, number of suspensions, or incidence of dropping out of school.
Co-Attention Based Neural Network for Source-Dependent Essay Scoring
Author: Zhang, Haoran
Date: 2018-06-05
Type: Reports - Research
Subjects: Essays,Scoring,Automation,Artificial Intelligence,Writing Evaluation

This paper presents an investigation of using a co-attention based neural network for source-dependent essay scoring. We use a co-attention mechanism to help the model learn the importance of each part of the essay more accurately. Also, this paper shows that the co-attention based neural network model provides reliable score prediction of source-dependent responses. We evaluate our model on two source-dependent response corpora. Results show that our model outperforms the baseline on both corpora. We also show that the attention of the model is similar to the expert opinions with examples. [This paper was published in &quot;Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications,&quot; pp. 399-409.]
Using a Theory of Action to Develop Performance Indicators to Measure Progress toward a SIMR
Author: Schiller, Ellen
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: State Programs,Evaluation,Planning,Improvement Programs,Educational Improvement,Outcomes of Education,Theory Practice Relationship,Educational Indicators

This white paper offers an approach for using a theory of action as an outline to develop the SSIP [State Systemic Improvement Plan] Phase II evaluation questions and plan that will guide the SSIP work in Phase III and beyond. Key areas of focus include generating evaluation questions at each level of outcomes, identifying essential steps and checkpoints when implementing identified improvement strategies, and creating evaluation questions for determining the degree to which each step in the process is achieved. The paper describes the relationship between SSIP Phases I and II and explains three types of performance indicators of progress linked to a hierarchy of outcomes, including short-term outcomes that measure participation, reaction, and learning outcomes; intermediate outcomes that measure action outcomes; and long-term outcomes that measure the desired results.
Using Growth Models to Measure Child/Student Outcomes for State Systemic Improvement Plans: A Guide for States. Version 1.0
Author: Blackorby, Jose
Date: 2016-12-00
Type: Guides - Non-Classroom
Subjects: Growth Models,Special Education,Outcomes of Education,State Programs,Progress Monitoring,Value Added Models

Educators are using growth models for a variety of accountability, instructional planning, and evaluation purposes in U.S. schools. This white paper, with a focus on special education populations, provides state and local education personnel with an overview of issues to consider with growth models, a look at models currently in use, and a description of common models and a scenario of their potential use within the State Systemic Improvement Plan (SSIP) process. A bibliography is included.
What Do We Actually Know about the Four-Day School Week?
Author: Heyward, Georgia
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: School Schedules,School Districts,Rural Areas,Rural Schools,Rural Education,Accountability,Program Implementation,Elementary Secondary Education,Public Education,Charter Schools

The Center on Reinventing Public Education (CRPE) has been studying the four-day school week since 2015. Since then, the phenomenon of the four-day school week has spread into non-rural areas and interest appears to be growing. Given these apparent changes, the author wanted to know more about recent trends in the initiative. As districts continue to adopt the schedule, she would like to know what this trend means for students and communities in the long run. Is this a rural innovation born out of necessity that with accountability and strategic use can result in improved student opportunities? Or is this fundamentally a negative trend, one where districts have been forced into the schedule to meet increasing demands on a shrinking budget? Under what conditions can the four-day school week result in sustained benefits for students, if at all? In this brief, she responds to common questions about the four-day school week and concludes with some questions of her own.
SSIP Phase II Process Guide. Updated
Author: Kelley, Grace
Date: 2016-03-07
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Stakeholders,Program Improvement,Outcomes of Education,Program Implementation,Longitudinal Studies,Infants,Toddlers,Faculty Development

The SSIP [State Systemic Improvement Plan] Phase II Process Guide describes the steps needed to accomplish the work of the three components of Phase II. Thus, the SSIP Phase II Process Guide is organized according to the following sequential phases of work to be done, rather than by the three components: (1) Kicking off Phase II; (2) Developing the improvement plan; (3) Developing the evaluation plan; and (4) Communicating the plan. In addition, the Process Guide includes a section on tools and resources to support the work outlined in each section and a list of key terms and definitions to assist in understanding the materials and concepts presented. The SSIP Phase II Process Guide was developed through a cross-center effort by TA providers representing IDC, ECTA, DaSy, and NCSI.
Data from the Field: Documented Gains in Turnaround Schools
Author: Mass Insight Education
Date: 2010-09-00
Type: Reports - Research
Subjects: School Turnaround,Attendance,Reading Achievement,Mathematics Achievement,Public Schools,Charter Schools,Tables (Data)

This report represents an extension of Mass Insight's research on school turnaround. This data summary is a part of the STG's larger toolkit on evaluation. The following data document early gains in turnaround schools. Not only does this report highlight successful school turnaround initiatives, it also informs realistic growth benchmarks for schools engaging in this work. Due to state-specific standardized tests and the need to account for an individual school context, it is impossible to determine an average anticipated gain; however, the data presented here indicate the level of improvement that is possible through turnaround.
Outside Jobs for Regular, Full-Time Public School Teachers. Data Point. NCES 2018-137
Author: Spiegelman, Maura
Date: 2018-06-00
Type: Reports - Research
Subjects: Part Time Employment,Multiple Employment,Public School Teachers,Teacher Surveys,Compensation (Remuneration),Incidence,Geographic Regions

This Data Point uses data from the 2015-16 National Teacher and Principal Survey (NTPS) Teacher Questionnaire. NTPS is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point describes jobs outside the school system held by regular, full-time teachers in public schools, and it discusses how the results vary by region. The teachers were asked whether they earned additional compensation, beyond their base teaching salary, for working a job outside their school system. Overall, 18 percent of teachers had a job outside their school system. A higher percentage of teachers in schools in the Northeast and Midwest (both 19 percent) worked in a job outside their school system than teachers in schools in the South and West (both 17 percent).
Trends in Subbaccalaureate Occupational Awards: 2003 to 2015. Stats in Brief. NCES 2018-010
Author: Hudson, Lisa
Date: 2018-06-00
Type: Reports - Research
Subjects: Associate Degrees,Educational Certificates,Vocational Education,Educational Trends,Public Colleges,Private Colleges,Proprietary Schools,Educational Change

Postsecondary education is often equated with earning a bachelor's degree, but a large and growing part of postsecondary education involves earning subbaccalaureate credentials (associate's degrees and certificates). While some economists have focused on the role of bachelor's degree programs in meeting the demand for skills in the labor market, others have noted that subbaccalaureate credentials help meet the demand for middle skills--that is, for skills that require additional training beyond high school, but less than a bachelor's degree. This report focuses on the sector of the education system that trains the middle-skill workforce--that is, on subbaccalaureate occupational education. The federal government helps support these programs through the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (P.L. 109-270), and therefore it has an interest in monitoring the size and nature of this educational enterprise. This report describes the output of subbaccalaureate occupational education as of 2015, based on the number and type of credentials (associate's degrees and certificates) awarded by this educational sector, and describes trends in output in the 12 years from 2003 to 2015, often comparing this subbaccalaureate sector to the baccalaureate sector. The report also divides the postsecondary institutions that provide occupational education into three groups: public institutions, private nonprofit institutions, and private for-profit institutions. Trends in the credentials awarded by for-profit institutions are of particular interest, given the relatively rapid growth of the for-profit sector in recent years and continuing concerns about the debt that students at these institutions incur and their labor market outcomes.
Analyzing U.S. Young Adults&apos; Skills by Student and Employment Status: Methodology for a New PIAAC Variable with Initial Results. NCES 2018-122
Author: Provasnik, Stephen
Date: 2018-06-00
Type: Reports - Research
Subjects: Young Adults,International Assessment,Literacy,Numeracy,Problem Solving,Employment,Students,Individual Characteristics,Statistical Analysis

The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large-scale study of adult skills and life experiences focusing on education and employment. It is coordinated by the Organization for Economic Cooperation and Development (OECD) and developed by participating countries with the support of the OECD. Between 2011 and 2015, PIAAC surveyed a nationally representative sample of adults between the ages of 16 and 65 in 33 countries and regions. The survey focused on cognitive skills in three domains: literacy, numeracy, and problem solving in technology-rich environments. In addition, it collected data about educational background, family background, health and skill use on the job and outside of work. This report is intended primarily for researchers using PIAAC data to investigate policy issues related to young adults and their transition into the labor force. The content of this report is primarily methodological and assumes that the reader has an understanding of basic statistical analysis. However, recognizing both that policymakers may also be interested in the findings that are possible with this new variable, and that the PIAAC International Data Explorer makes data analysis possible online for the general public, the discussion has been kept accessible to these audiences and to provide a short review of the basic patterns of performance that emerge when using this new variable. Results in this report are presented: (1) as average scale scores (estimated on a 0-500 scale) in the three domains of literacy, numeracy, and problem solving in technology-rich environments; and (2) as percentages of young adults reaching the proficiency levels established for each of these domains. There are five proficiency levels for literacy and numeracy (below Level 1, Level 1, Level 2, Level 3, and Level 4/5) and four levels for problem solving in technology-rich environments (below Level 1, Level 1, Level 2, and Level 3). This report combines the top two proficiency levels (Levels 4 and 5) for the literacy and numeracy scales, following the OECD's reporting convention (OECD, 2013), because across all participating countries, no more than 2 percent of adults reached Level 5.
Students&apos; Generalizations in the Development of Non-Linear Meanings of Multiplication and Non-Linear Growth
Author: Tillema, Erik
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Secondary School Mathematics,Generalization,Number Concepts,Algebra,Multiplication,Problem Solving,Interviews,Grade 7,Grade 8

The study reported on in this paper is an interview study conducted with 20 7th and 8th grade students whose purpose was to understand the generalizations they could make about non-linear meanings of multiplication (NLMM) and non-linear growth (NLG) in the context of solving combinatorics problems. The paper identifies productive challenges for the students, and thus fruitful areas where the students could generalize their reasoning about NLMM and NLG. [For the complete proceedings, see ED583989.]
Number Line Estimation with Negatives
Author: Bofferding, Laura
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Elementary School Mathematics,Number Concepts,Intervention,Educational Games,Kindergarten,Grade 1,Mathematics Skills,Control Groups,Experimental Groups,Cognitive Processes,Pretests Posttests,Coding,Outcomes of Education

When to introduce negative integers to children is an important issue in school mathematics; delaying their introduction can lead to lasting misconceptions such as one cannot subtract a larger whole number from a smaller. Yet understanding negatives involves a complex extension of whole-number knowledge. It is not known whether this extension is only possible after whole-number concepts are learned or whether simultaneous acquisition of positive and negative integer concepts is possible. This study used an established whole-number intervention (playing linear board games), extended to include negatives, with kindergartners and first graders. Performance placing integers on empty number lines provided evidence of students' understanding of integer concepts. [For the complete proceedings, see ED583989.]
Frank&apos;s Perceptual Subitizing Activity Relative to Number Understanding and Orientation: A Teaching Experiment
Author: MacDonald, Beth L.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Teaching Methods,Numbers,Number Concepts,Preschool Education,Preschool Children,Educational Games

This proposal explores how the activity of subitizing--quickly apprehending the numerosity of a small set of items--changes with the development of number concepts. We describe how varying the orientations of items in teaching experiment sessions promoted one pre-schooler, Frank, to attend to subgroups of items and change his thinking about conjoining two numbers. The results illustrate how game-play oriented subitizing activities may support growth in number understandings. [For the complete proceedings, see ED583989.]
Analysis of Students&apos; Proportional Reasoning Strategies
Author: Carney, Michele
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Logical Thinking,Middle School Students,Qualitative Research,Difficulty Level,Mathematical Concepts,Item Response Theory

Proportional reasoning is key to students' acquisition and application of complex mathematics and science topics. Research is needed regarding how students' progress towards and come to demonstrate key developmental understandings within proportional reasoning. To this end we created and administered assessment items to 297 middle grades students. We categorized student solution processes qualitatively, followed by Rasch analysis to examine item difficulty and strategy use in relation to an anticipated trajectory. Our findings indicate that different strategies manifest themselves in a hierarchical manner, providing initial confirmation of categories based on strategy efficiency and emphasizing the importance of teacher (and researcher) analysis of classroom assessments from a student cognition perspective. [For the complete proceedings, see ED583989.]
Curriculum Metaphors in U.S. Middle School Mathematics
Author: Choppin, Jeffrey
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Middle Schools,Secondary School Mathematics,Mathematics Curriculum,Curriculum Design,Learning Theories,Figurative Language,Delivery Systems,Role of Education,Affordances,Epistemology

We describe two metaphors that we hope can be used to better understand the contemporary mathematics curriculum context in U.S. middle schools, to see how this new context is both similar to and different from prior curriculum contexts. We explain the role and positioning of middle school mathematics curriculum materials over the last century or more and build from learning theory to develop the metaphors. The first metaphor, curriculum as delivery mechanism, builds from technical rational or scientific discourses and encompasses perspectives that are so pervasive they are often unstated and unquestioned. The second metaphor, curriculum as epistemic device, posits that role of curriculum is to provoke interactions that generate understanding. In this metaphor, the role of tasks in curriculum materials is to provoke and progressively refine student thinking, individually and collectively. [For the complete proceedings, see ED583989.]
How Students&apos; Integer Arithmetic Learning Depends on Whether They Walk a Path or Collect Chips
Author: Nurnberger-Haag, Julie
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Arithmetic,Number Concepts,Learning Processes,Learning Theories,Manipulative Materials,Models,Motion,Instructional Effectiveness,Mathematics Instruction,Rural Schools,Elementary School Mathematics,Elementary School Students,Multivariate Analysis,Regression (Statistics),Mathematics Skills,Statistical Analysis

In light of conceptual metaphor theory, historical mathematicians' and students' difficulty with negative numbers reveals that the collecting objects metaphor may be a cognitive obstacle to those first learning about negative numbers. Moreover, consistency of physical motions with targeted ideas is a factor of cognition. Thus, this pre-post-delayed post study randomly assigned 8 classes of initial learners to a collecting objects integer model (chip model) or a moving-along-a-path metaphor-based model (number line model) to learn integer arithmetic with the four primary operations during an eight-day mini-unit. The study investigated the questions: What do students demonstrate learning with each model and what, if any differences in learning are found between models? Findings did support theory that a motion-aligned model using a moving-along-a-path metaphor would likely support learning better than collecting objects. [For the complete proceedings, see ED583989.]
Communications in Curriculum Materials and Types of Student Autonomy Promoted
Author: Atanga, Napthalin A.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Personal Autonomy,Classroom Communication,Elementary School Mathematics,Elementary School Students,Elementary School Teachers

The interaction between types of communication and socio-mathematical norms on students' learning autonomy in five curriculum programs was investigated. Uni-directional, contributive, reflective, and instructive types of communications were present in curriculum programs studied. Investigations in Number Data and Space and Math Trailblazers provided opportunities for students to explain, justify, and compare solution strategies. Math in Focus and Scott Foresman Addison Wesley-Mathematics required explanations, justifications, and comparisons of solution strategies, but those were mainly provided by the teacher. The former and latter programs potentially foster intellectual autonomous and intellectual heteronomous learning in students, respectively, while Everyday Mathematics almost equally supports both. [For the complete proceedings, see ED583989.]
&quot;Natural Resources&quot;: Two Case Studies in Early Expressions of Generality
Author: Newman-Owens, Ashley
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Interviews,Kindergarten,Grade 1,Elementary School Mathematics,Mathematical Logic,Mathematical Concepts,Concept Formation,Generalization,Algebra

In this paper, we analyze individual semi-clinical interviews conducted with one kindergarten and one first-grade student. We build on prior research to offer evidence, via excerpts from these interviews, that children as young as kindergarten have a powerful, intuitive sense of generality and indeed naturally draw upon it to reason through mathematical scenarios. We identify within these children's utterances four features of generalizing for which educators might attend. [For the complete proceedings, see ED583989.]
Investigating Secondary Mathematics Teachers&apos; Attitudes toward Alternative Communication Practices While Doing Proofs in Geometry
Author: Dimmel, Justin
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Geometry,Mathematical Logic,Validity,Mathematics Instruction,Conventional Instruction,Teacher Surveys

We used multimedia surveys to investigate secondary mathematics teachers' reactions to storyboards that represented episodes of instruction. Participants were asked open-ended questions about the storyboards. We analyzed the responses to the open-ended questions for evidence of the attitudes (Martin &amp; White, 2005) that participants conveyed about the episodes. We found that, when presented with storyboards that depart from what is hypothesized to be routine instruction, participants' open responses included significantly more negative than positive linguistic markers of attitude. At the same time, when participants were shown storyboards that represented what routinely happens in classrooms, markers of positive and negative linguistic markers of attitude occurred with equal frequency. [For the complete proceedings, see ED583989.]