ethanporcaro/eric-fulltext-meta huggingface dataset:
AYP Results for 2010-11
Author: Usher, Alexandra
Date: 2011-12-00
Type: Reports - Research
Subjects: Public Schools,Educational Indicators,Academic Achievement,Trend Analysis,Standardized Tests,State Standards,Federal Legislation,Federal Programs,Accountability

The Center on Education Policy (CEP), an independent nonprofit organization, has been  monitoring national adequate yearly progress (AYP) data going back to school year 2005-06. In April 2011, the author and her colleagues released a report with estimates of the number of schools in the nation and each state that did not make AYP in 2010, as well as trends from 2006 through 2010 in the national percentage of schools not making AYP (&quot;Update with 2009-10 Data and Five-Year Trends: How Many Schools Have Not Made Adequate Yearly Progress?&quot;). This new report updates their April report in three respects. First, the author and her colleagues have added estimates of the number of schools that did not make AYP in 2011, based on tests administered in school year 2010-11. These data were collected from what they believe to be the most reliable sources available at the time of their research. Second, the 2011 estimates have been added to their trend data to produce six-year trends in the percentages of schools not making AYP for the nation and each state. Third, the 2010 estimates in their April report have been updated with the official numbers of schools that did not make AYP in 2010, obtained from Consolidated State Performance Reports submitted by states to the U.S. Department of Education. These are the main findings: (1) An estimated 48% of the nation's public schools did not make AYP in 2011. This marks an increase from 39% in 2010 and is the highest percentage since NCLB took effect; (2) In 24 states and the District of Columbia, at least half of the public schools did not make AYP in 2011. In a majority of the states (43 and D.C.), at least one-fourth of the schools did not make AYP; and (3) The percentage of public schools not making AYP in 2011 varied greatly by state, from about 11% in Wisconsin to about 89% in Florida. (Contains 2 tables, 1 figure and 1 footnote.)
High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper
Author: Speroni, Cecilia
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Grade Point Average,Eligibility,Graduation Rate,Graduation,Grade 12,Algebra,Dual Enrollment,High School Students,Program Effectiveness,Outcomes of Education,College Mathematics,Educational Attainment,College Graduates,High School Graduates,Course Selection (Students)

Dual enrollment (DE), an arrangement by which high school students take college courses, is becoming increasingly popular as a means of improving high school education. However, there is very little rigorous evidence on its impact on student outcomes. A particular concern in evaluating its effects is the selection bias that arises because more able students are more likely to take DE courses. In this study, I employ a quasi-experimental method to gauge the causal effects of DE on student outcomes. I conduct two regression discontinuity analyses that exploit a statutory mandate in the state of Florida requiring high school students to have a minimum academic standing in order to participate in DE. The first analysis evaluates the effects of DE using GPA as the eligibility criterion. The second analysis evaluates the effects of a particularly challenging and popular DE course, college algebra, using an eligibility criterion that is specific to that course. While the standard regression-discontinuity methods are appropriate for the first analysis, the participation criterion for college algebra is used not only for DE students but also for college students. I therefore employ an extension of the regression-discontinuity method that accounts for sequential treatments. Using data on students from two high school cohorts (2000-01 and 2001-02) in selected Florida districts who were tracked through the summer of 2007, I find no evidence that simply taking a DE course improved marginal students' rates of high school graduation, college enrollment, or college degree attainment. However, for students on the margin of participation in algebra, I find that taking such a challenging DE course had large and significant effects on college enrollment and graduation rates. Appended are: (1) Estimated Discontinuity in Dual Enrollment (Any Course) in 12th Grade by Community College; and (2) Estimated Discontinuity in Participation in Dual Enrollment Algebra by College. (Contains 9 tables, 10 figures and 38 footnotes.)
Determinants of Students' Success: The Role of Advanced Placement and Dual Enrollment Programs. An NCPR Working Paper
Author: Speroni, Cecilia
Date: 2011-11-00
Type: Reports - Research
Subjects: Advanced Placement,College Credits,Dual Enrollment,High School Students,Success,College Preparation,Student Participation,Student Diversity,Student Characteristics,Program Descriptions,Academic Ability,Predictive Measurement,Predictive Validity,Academic Records,Minority Group Students,Educational Attainment,College Outcomes Assessment,Developmental Studies Programs,Achievement Gains,Achievement Rating,Predictor Variables,Performance Factors

Advanced Placement (AP) and Dual Enrollment (DE) are two programs that allow high school students to earn college credits. The recent growth of these programs has been unprecedented. However, there is little evidence that compares how they fare in terms of improving college access and success. Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics (including prior achievement), this study examines the relative power of AP and DE in predicting students' college access and success. The study finds that both AP and DE are strongly associated with positive outcomes, but the enrollment outcomes are not the same for both programs. DE students are more likely than AP students to go to college after high school, but they are less likely to first enroll in a four-year college. Despite this difference in initial enrollment, the difference between DE and AP in terms of bachelor's degree attainment is much smaller and not statistically significant for some model specifications. In addition, the effect of DE is driven by courses taken at the local community college campus; there is no effect for DE courses taken at the high school. Participation Rates by District are appended. (Contains 6 tables, 3 figures and 9 footnotes.)
Relationships among and between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence. CRESST Report 810
Author: Kim, Jinok
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Second Language Learning,Elementary School Students,High School Students,Secondary School Students,Enrollment,Achievement Gap,Academic Persistence,Academic Achievement,Comparative Analysis,Classification,Dropouts,Dropout Rate

This report examines enrollment history, achievement gaps, and persistence in school for ELL students and reclassified ELL students as compared to non-ELL students. The study uses statewide individual-level data sets merged from students' entry to exit in the state's public school system for graduate cohorts of 2006, 2007, and 2008. Analytic methods include multilevel logistic regression in which students are nested within districts to study correlates of dropouts. The results reconfirmed other literature showing large achievement and socio economic gaps between ELL and non-ELL students in this state. Also, ELL students reclassified later or who remain in ELL status in high school showed larger gaps compared to ELL students reclassified earlier. High school dropout rates are 25% and 15% respectively for ELL and non-ELL students, although multilevel logistic analyses including grade retention, mobility, suspension, and achievement scores at Grade 8 explained the difference. In addition, among ELL students, unlike findings from non-ELL students, academic achievement and grade retention are stronger predictors while behavioral issues and background variables are not significant. These findings may suggest that school persistence in the ELL population may be a different process than that in the non-ELL population. Finally, results show that after accounting for academic achievement, behavioral issues, background, and district contexts, the longer a student is designated as an ELL, the more likely he or she is to drop out. This relationship may suggest that protracted ELL status leads to higher incidence of dropping out of high schools. (Contains 26 tables.)
Relationships between Teacher Knowledge, Assessment Practice, and Learning--Chicken, Egg, or Omelet? CRESST Report 809
Author: Herman, Joan
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Elementary School Science,Teacher Characteristics,Formative Evaluation,Teacher Effectiveness,Pedagogical Content Knowledge,Student Evaluation,Elementary School Teachers,Correlation,Science Achievement,Elementary School Students,Teacher Surveys,Classroom Techniques,Science Instruction,Educational Strategies,Educational Assessment,Control Groups,Experimental Groups,Curriculum Implementation,Pretests Posttests,Teacher Evaluation,Questionnaires,Predictor Variables

Drawing from a large efficacy study in upper elementary science, this report had three purposes: First to examine the quality of teachers' content-pedagogical knowledge in upper elementary science; second, to analyze the relationship between teacher knowledge and their assessment practice; and third, to study the relationship between teacher knowledge, assessment practice, and student learning. Based on data from 39 teachers, we found that students whose teachers frequently analyzed and provided feedback on student work had higher achievement than students whose teachers spent less time on such activities. Our findings support other research indicating the power of well implemented formative assessment to improve learning. Teacher Content Survey is appended. (Contains 13 tables and 1 figure.)
Teaching Rational Number Addition Using Video Games: The Effects of Instructional Variation. CRESST Report 808
Author: Vendlinski, Terry P.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Feedback (Response),Intervention,Educational Research,Video Games,Numbers,Effect Size,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Pretests Posttests,Scores,Middle School Students,Suburban Schools,Algebra,Rural Schools,High School Students,Secondary School Mathematics,Addition,Surveys,Ethnicity,Gender Differences,Mathematics Tests

Understanding the meaning of rational numbers and how to perform mathematical operations with those numbers seems to be a perennial problem in the United States for both adults and children. Based on previous work, we hypothesized that giving students more time to practice using rational numbers in an environment that enticed them to apply their understanding might prove educationally beneficial. We developed a video game, based on two key ideas about addition and rational numbers, to investigate this hypothesis. We also analyzed the effects of different types of feedback provided to students during the videogame. Our findings in this initial study suggest that designing such a video game is not only possible, but also that students using a game designed in this manner can increase their ability to add rational numbers even when playing the game for a relatively short period of time. Since the effect size of a single 40-minute intervention is moderate, we discuss the need for future studies designed to spread game play over several class periods and to include instructional resources external to the game. We discuss implications for the larger efficacy study to follow. Appended are: (1) &quot;Save Patch&quot; Game Board; (2) Knowledge Specifications (Learning Objectives) in &quot;Save Patch&quot;; and (3) Pretest to Posttest Effect Sizes (Uncorrected for Correlation) by Intervention and Class Type. (Contains 15 tables.) [The work reported herein was supported under the Educational Research and Development Centers Program.]
Assessments of the Third Kind--Do Graduate Research Students Change Their Perceptions of Research Barriers from the Beginning to the End of a Graduate Course in Research Strategies?
Author: Cleeton, Gilbert
Date: 2011-12-00
Type: Reports - Research
Subjects: Student Attitudes,Research Methodology,Psychological Patterns,Graduate Students,Barriers,Course Evaluation,Student Research,Questionnaires,Pretests Posttests,Attitude Measures,Attitude Change,Instructional Effectiveness,Test Construction

Available assessments of our graduate research strategies course were (i) traditional pre- and post-test evaluation instruments, and (ii) student evaluations. We felt a need for a third kind of assessment to measure any changes in attitude to research, though we did not expect detectable changes in a 15 week course. Students were asked to rank their perceived barriers to research in a research barrier questionnaire, issued to them at the beginning and end of the course. While attitudes usually change slowly, we did detect a statistically significant difference in the mean rankings of the two constructs "procrastination" and "framing hypotheses" at the 5% level. Surprisingly these constructs were "more" firmly embedded by the end of the course. We were comforted by Festinger's (1957) Cognitive Dissonance Theory which has been modified to say that attitudes may change quickly when people are confronted by the reality that they are "wrong". Suggestions were made for improvement of the barrier questionnaire and the research strategies course.
When Multiplication Facts Won't Stick: Could a Language/Story Approach Work? A Research Study Examining the Effectiveness of the "Memorize in Minutes" Curriculum
Author: Mahler, Joni D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Memorization,Multiplication,Teaching Methods,Curriculum Implementation,Mathematics Instruction,Interdisciplinary Approach,Story Telling,Grade 4,Instructional Effectiveness,Retention (Psychology),Educational Strategies,Educational Therapy,Learning Disabilities,Pretests Posttests

This study examined whether a story/language based method of teaching the multiplication facts would be helpful to students who previously had difficulty with the memorization of those facts. Using the curriculum "Memorize in Minutes" by Alan Walker (Walker, 2000), the researcher taught six fourth-grade students the multiplication facts (3s through 9s) over a period of 22 sessions of 30 minutes each. The participants showed marked growth in their acquisition of the facts. The participants who started with the least prior mastery of the facts had the most growth, and with the addition of extra time, achieved equal mastery with their peers. Unexpectedly, the participants retained and even later improved upon their newly acquired facts, as measured by the delayed posttest. These results warrant further research into the use of this curriculum for teaching the multiplication facts in both clinical and classroom settings. (Contains 3 figures.)
Effects of Graphic Organizers on Student Achievement in the Writing Process
Author: Brown, Marjorie
Date: 2011-12-12
Type: Reports - Research
Subjects: Learning Disabilities,Instructional Materials,Process Approach (Writing),Special Education,Special Needs Students,Educational Technology,Computer Assisted Instruction,Student Surveys,Questionnaires,Persuasive Discourse,Prewriting,Writing Skills,Visual Aids,High School Students,Writing Achievement,Federal Legislation,Access to Education,Essays,Urban Schools,Qualitative Research,Statistical Analysis,Instructional Effectiveness

Writing at the high school level requires higher cognitive and literacy skills. Educators must decide the strategies best suited for the varying skills of each process. Compounding this issue is the need to instruct students with learning disabilities. Writing for students with learning disabilities is a struggle at minimum; teachers have to find a way to instruct students on how to write so they can meet the necessary demands of post-secondary education and the workforce. Working and learning in the 21st century also brings in the aspect of using technology to instruct students. The focus of this research will be to determine the effectiveness of using technology and graphic organizers to teach the pre-writing process. The pre-writing process is the most important stage of writing; a stage students with learning disabilities struggle with the most, and routinely spend the least amount of time on. The following are appended: (1) Kansas Department of Education 6 TRAITS of Writing; (2) Student Self-Assessment and Attitude toward Writing Survey; (3) Graphic Organizer; and (4) Persuasive Analysis Organizer. (Contains 2 tables and 4 graphs.)
New Visions in Action: National Assessment Summit Papers
Author: Rosenbusch, Marcia Harmon, Ed.
Date: 2006-00-00
Type: Collected Works - Proceedings
Subjects: Second Languages,Language Tests,Educational Practices,Language Acquisition,Evaluation Needs,Needs Assessment,Focus Groups,Meetings,National Standards,National Surveys,Literacy,Databases,Item Banks,Models,Advocacy,Educational Research,Articulation (Speech),Evaluation Research,Conference Papers,Position Papers,Educational Policy,Technology Integration,Change Strategies,Educational Change,Educational Improvement,Improvement Programs,Strategic Planning,State Action,National Programs

The National Assessment Summit was designed to bring together users and producers of assessments and engage them in a discussion of unmet assessment needs and untapped assessment capacities. The meeting was truly a summit in that national foreign language organizations and associations were asked to nominate representatives to bring their organization's perspective to the forum and also to take back to their organization ideas for action. Specifically, the National Assessment Summit aimed to identify a set of priorities for the next two years (2005-07). At a follow-up National Assessment Summit in 2007 in Portland, Oregon, under the sponsorship of the Center for Applied Second Language Studies (CASLS) at the University of Oregon and the Center for Advanced Research in Language Acquisition (CARLA) at the University of Minnesota, these organizations will gather to report on progress made and to consider an agenda for the following two years (2007-09). The National Assessment Summit identified seven priorities for the coming two years. Each priority is addressed in a section of this series of papers and is authored by one of the participants. These priorities are: (1) Articulation; (2) Assessment Literacy; (3) Suite of Assessments; (4) Test Database; (5) Models and Anchors; (6) Research; and (7) Advocacy. Taken as a whole, these papers describe state-of-the-art language assessment and articulate a two-year agenda for improving assessment and educational practice. This publication includes: (1) Introduction (Carl Falsgraf); (2) Achieving Articulation through Assessment (Jacque Bott Van Houten); (3) Assessment Literacy (Peggy Boyles); (4) Suite of Assessments (Ann Tollefson); (5) Foreign Language Assessment Database (Margaret E. Malone and David W. MacGregor); (6) Models and Anchors (Elvira Swender); (7) Assessments Research (Ursula Lentz); (8) Promoting Language Advocacy Through Assessment (Martha G. Abbott); and (9) Conclusion (Paul Sandrock). Individual papers contain references and footnotes.
Bringing the Standards into the Classroom: A Teacher's Guide. Second Edition
Author: Rosenbusch, Marcia Harmon, Ed.
Date: 1997-00-00
Type: Guides - Classroom - Teacher
Subjects: State Supervisors,National Standards,Teaching Guides,Teacher Educators,Academic Standards,Second Language Instruction,Curriculum Development,Elementary Secondary Education,Language Teachers,Planning,Supervisors,School Districts,Teacher Education Programs,Thematic Approach,Teaching Methods,Vignettes,Cultural Relevance,Communication Skills,Cultural Awareness,Community

The purpose of this document is to assist teachers in aligning their present foreign language curriculum with the national standards for student learning. This guide will enable teachers to identify which aspects of their current curriculum fit with the standards and how these can be extended and adapted to address the new dimensions of the standards. Teachers will also learn how they can address each of the five goal areas of the standards in their curriculum. This document is designed to be used in varied teaching environments from kindergarten through grade twelve. The document is not intended to substitute for guides on how to write curriculum--instead, its purpose is to assist teachers in linking their existing curriculum with the standards and in planning for future curriculum work. While the primary purpose of this document is to assist classroom teachers, this guide will be useful to foreign language district supervisors, state supervisors, and teacher educators at colleges and universities. Because of the work they do with in-service and pre-service teachers, they play a key role in the transition of the profession to standards-oriented instruction. This guide is divided into three main sections. Each of these sections is relevant to all teachers since the concepts developed in them will enrich classroom teaching at all levels. The first section addresses developing foreign language curriculum. The second and third sections are designed to meet the needs that are most common today at the grade levels indicated. Appended are: (1) Familiarization Guide to the National Standards; (2) Exploring the Learning Scenarios; and (3) Goal 2: "Cultures"--A Perspective on the Cultural Perspectives.
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4
Author: Slavin, Robert E.
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Evidence,Cooperative Learning,Effect Size,Control Groups,Academic Achievement,Educational Technology,Teaching Methods,Synthesis,Best Practices,Literature Reviews,Meta Analysis,Achievement Gains,Outcomes of Education,Matched Groups,Program Effectiveness,Educational Practices,Instructional Effectiveness,Time on Task,Mathematics Achievement,Middle Schools,High Schools,Pretests Posttests,Mathematics Education,Evaluation Criteria,Mathematics Curriculum,Science Course Improvement Projects,Textbooks

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments. Effect sizes were very small (weighted mean ES=+0.03 in 40 studies) for mathematics curricula, and for computer-assisted instruction (ES=+0.10 in 38 studies). They were larger (weighted mean ES=+0.18 in 22 studies) for instructional process programs, especially cooperative learning (weighted mean ES=+0.42 in 9 studies). Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have larger impacts on achievement measures than those emphasizing textbooks or technology alone. Appended are: (1) Studies Not Included in the Review; and (2) Table of Abbreviations. (Contains 4 tables.)