ethanporcaro/eric-fulltext-meta huggingface dataset:
How Effective Are Early Grade Reading Interventions? A Review of the Evidence. Policy Research Working Paper 8292
Author: Graham, Jimmy
Date: 2018-01-00
Type: Reports - Research
Subjects: Elementary School Students,Primary Education,Reading Instruction,Early Intervention,Instructional Effectiveness,Developing Nations,Foreign Countries,Outcomes of Education,Effect Size,Program Implementation,Reading Improvement,Reading Fluency,Teacher Education,Reading Teachers,Evidence Based Practice,Literacy Education,Teaching Guides,Coaching (Performance),Supplementary Reading Materials,Instructional Materials,Reading Programs,Educational Quality,Educational Policy

It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition of early grade reading interventions as interventions that employ a combination of five components: at a minimum, they must train teachers to teach reading using simplified instructional techniques and evidence-based curricula. In addition, they typically include in-class coaching and the provision of instructional guidelines, instructional materials, or tools for student assessment. To develop a better understanding of the effectiveness of the interventions, the paper summarizes evidence from 18 early grade reading interventions, occurring across a large variety of contexts, including four World Bank regions and three World Bank income groups. The study finds that early grade reading interventions are consistently effective, although not infallible. The large majority had highly significant impacts on at least one reading subtask. However, only for a few interventions were effect sizes large enough to equate to more than a year's worth of schooling or create fluent readers on average. The cost of implementation varied widely, but some programs were highly cost-effective. Some programs failed to achieve impact altogether, although these programs were in the minority. In short, early grade reading interventions are not a guaranteed means to improve reading, and they rarely lead to fluency over a short span of time, but they are a mostly reliable means to make significant improvements in literacy over a short period of time.
Reasons High School Students Change Their Educational Setting. Data Point. NCES 2019-123
Author: LaFave, Allison
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Student Mobility,Transfer Students,Home Schooling,School Location,Proximity,Student Attitudes,Socioeconomic Status,Grade 9,Grade 11

This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in the eleventh grade. The 2012 survey included questions about whether students had left their base-year school and asked the reasons why. This Data Point focuses on the 11.5 percent of students in the HSLS cohort who reported that they changed their educational setting by transferring schools or becoming homeschooled between the time they were surveyed in 2009 and the time they were surveyed in 2012. The following statistics are presented: (1) What are the self-reported reasons that students change their educational setting?; and (2) Do student-reported reasons for changing their educational setting vary by socioeconomic status (SES)?
Reducing and Eliminating Disproportionate Impact: Technical Assistance Guide for Local Educational Agencies and Schools to Address Disproportionality in School Discipline
Author: Maryland State Department of Education
Date: 2017-06-00
Type: Guides - Non-Classroom
Subjects: Disproportionate Representation,Suspension,Expulsion,Racial Differences,Ethnic Groups,Technical Assistance,Intervention,Discipline,Evaluation Methods,Quality Control,Discipline Policy,Disabilities

Disproportionate rates of suspensions and expulsions among racial/ethnic groups are a local, state, and national concern. Maryland has made significant progress in decreasing the use of exclusionary discipline, but there is substantial work left to do to move toward equity. Maryland has cut the use of exclusionary discipline practices by half in the last decade, from 8.7 to 4.3 percent since the 2005-2006 school year. However, when Maryland discipline data is disaggregated by student group, it becomes apparent that the experience of individual student groups varies widely. According to 2015-2016 data, 8.1 percent of African-American students and 9.9 percent of students with disabilities in Maryland received an out-of-school suspension or expulsion, compared to just 2.3 percent of white students and 3.6 percent of students without disabilities. It was review of data such as this that sparked reform in the area of equitable discipline and caused the Maryland State Board of Education (MSBE) to direct the Maryland State Department of Education (MSDE) to develop a method to analyze local school system discipline data. Data indicators can help school climate or leadership teams identify racial/ethnic disproportionality in school discipline practices. The purpose of this guide is to help educators understand the MSDE's method for analyzing out-of-school suspension and expulsion data to determine whether school discipline practices have a disproportionate impact on students of color and students with disabilities. This guide outlines a process for examining disproportionality within schools, as well as root cause analysis to help systems and schools identify areas of need on which to focus to reduce and eliminate disproportionality in schools. The guide is a part of a statewide effort to reform school discipline and ensures that policies and practices related to student conduct foster appropriate behavior create a positive school climate, and safe environments. In addition, this guide is a framework for Maryland schools and systems to use in analyzing discipline-related policies and practices that may lead to disproportionality.
Understanding the &quot;Every Student Succeeds Act&quot;: A Parents&apos; Guide to the Nation&apos;s Landmark Education Law
Author: Office of Elementary and Secondary Education (ED)
Date: 2018-08-00
Type: Guides - General
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Tests,Testing,Computer Assisted Testing,Alternative Assessment,Intellectual Disability,Accountability,English Language Learners,Educational Improvement,Public Schools,Charter Schools,School Choice,Nontraditional Education,High Schools,At Risk Students,Dropout Prevention,Educational Finance,Resource Allocation,Federal Aid,State Aid,Disadvantaged Schools,Educational Change

This guide aims to help parents understand the flexibility provided to States and school districts in the &quot;Every Student Succeeds Act&quot; (ESSA), which amended the &quot;Elementary and Secondary Education Act,&quot; a landmark Federal education law. Parents are the most important advocates for their children. Because States and school districts have significant flexibility in how they meet the requirements of the law, parents have an opportunity to influence how they use that flexibility to best help their child. The purpose of this document is to empower parents with information that will help advocate for better education for their child to help make the right choices in education.
2016-2017 Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Strategic Planning,Symptoms (Individual Disorders),Clinical Diagnosis,Disability Identification,Federal Legislation,Etiology,Intervention,Financial Support,At Risk Persons,Access to Health Care,Access to Information,Federal Aid,Portfolios (Background Materials),Adults,Quality of Life,Disabilities,Educational Legislation,Equal Education

The 2016-2017 &quot;Interagency Autism Coordinating Committee (IACC) Strategic Plan&quot; is organized around seven general topic areas that are represented in the Plan as community-focused questions (e.g., Question 1, &quot;How can I recognize the signs of ASD, and why is early detection so important?,&quot; which covers the topic of screening and diagnosis). Each question is assigned a chapter in the Strategic Plan that provides an Aspirational Goal, or long-term vision for the question, and includes: a description of the state of the field; the needs and opportunities in research, services, and policy; and three to four broad objectives for each question topic. There is also one cross-cutting objective on the topic of ASD in females. For the &quot;2016-2017 IACC Strategic Plan,&quot; the Committee agreed that given the recent advances in the autism field, it was an appropriate time to re-evaluate the autism landscape and formulate new objectives for each question. The 23 new objectives in this Plan were created by the Committee to address critical gaps and potential advances they perceived in the current research landscape. Though this &quot;2016-2017 IACC Strategic Plan for Autism Spectrum Disorder&quot; cannot possibly capture all the changes in the ASD field since 2008, the IACC has endeavored to deliver an updated picture of the evolving landscape of autism, as well as a new, broad vision of the current and future challenges and opportunities in autism research, services, and policy. [For the &quot;Strategic Plan for Autism Spectrum Disorder Research: 2013 Update,&quot; see ED562027.]
What Explains the Gender Gap Reversal in Education? The Role of the Tail Hypothesis. Policy Research Working Paper 8303
Author: Bossavie, Laurent
Date: 2018-01-00
Type: Reports - Research
Subjects: Gender Differences,Educational Attainment,Academic Aptitude,Academic Achievement,Hypothesis Testing,College Entrance Examinations,Secondary Education,Postsecondary Education,Higher Education,Elementary Education,Foreign Countries,Socioeconomic Status,Outcomes of Education,International Assessment,Enrollment

The gender gap reversal in educational attainment is ubiquitous in high-income countries, as well as in a growing share of low- and middle-income countries. To account for the reversal, this paper proposes a theoretical framework in which the interplay between the distributions of academic aptitudes and changes in the net benefits of schooling over time affect the gender composition of those getting more schooling. The framework is used to formulate and test alternative hypotheses to explain the reversal. The paper introduces the tail dynamics hypothesis, which builds on the lower dispersion of academic achievement among females observed empirically. It also studies the mean dynamics hypothesis, which is based on previous literature. Both hypotheses can explain the reversal in this framework. However, the assumption behind the tail hypothesis is better supported by the data. Its predictions are also consistent with gender differences in Scholastic Achievement Test score dynamics and in international test score distributions that cannot be explained by previous theories.
2014-2015 IACC Autism Spectrum Disorder Research: Portfolio Analysis Report
Author: National Institute of Mental Health (NIMH) (DHHS/NIH), Office of Autism Research Coordination (OARC)
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Strategic Planning,Portfolio Assessment,Financial Support,Research,Screening Tests,Clinical Diagnosis,Biology,At Risk Persons,Intervention,Services,Symptoms (Individual Disorders),Federal Aid,Federal Legislation,Public Agencies,Private Financial Support,Needs

In 2009, the Interagency Autism Coordinating Committee (IACC) launched its &quot;Strategic Plan for Autism Spectrum Disorder Research&quot; (ED509368), providing a framework to guide the efforts of Federal and private funders of autism research. The &quot;IACC Strategic Plan,&quot; developed with extensive input from a broad array of Federal and public stakeholders, organizes research priorities around seven general topic areas represented as community-focused &quot;questions.&quot; The questions are divided further into research objectives that address key research needs, gaps, and opportunities identified by the Committee. Each objective includes a recommended budget that serves as an estimate of how much the Committee projects it might cost to conduct the research-related activities described. The &quot;IACC Strategic Plan&quot; was updated in 2010 (ED524616) and 2011 (ED524623), leading to a total of 78 objectives on autism research. Following the development of the &quot;IACC Strategic Plan,&quot; the Office of Autism Research Coordination (OARC) -- the office within the National Institutes of Health (NIH) that manages the activities of the IACC -- began issuing a series of &quot;IACC Autism Spectrum Disorder (ASD) Research Portfolio Analysis Reports&quot; to provide the IACC with comprehensive information about the status of autism research funding among Federal agencies and private research organizations in the U.S. The reports align data on individual research-related projects with objectives in the IACC Strategic Plan, providing an accounting of how much funding has gone toward support of projects related to Strategic Plan objectives and highlighting trends. This information has been used to help the IACC in their efforts to monitor ASD research efforts and track progress made each year toward achievement of objectives in the IACC Strategic Plan for ASD Research. The &quot;2014-2015 IACC ASD Research Portfolio Analysis Report,&quot; in addition to information on progress made toward each of the 78 objectives in the IACC Strategic Plan in 2014 and 2015, also provides an analysis of progress that was made over the eight-year period from 2008-2015.
New York City Charters Are Safer than District Schools: An Analysis of Student and Teacher Opinions. Issue Brief
Author: Eden, Max
Date: 2017-10-00
Type: Reports - Research
Subjects: Charter Schools,School Safety,Educational Environment,Elementary Schools,Middle Schools,High Schools,Parent Attitudes,Student Attitudes,Racial Differences,Ethnicity,Socioeconomic Status,Disabilities,Poverty

Most analysis of, and debate about, public charter schools focuses on student performance on standardized reading and math tests. These are important indicators of school quality; but school safety is also a crucial consideration. Unfortunately, whereas standardized test score data are universally available, reliable data on school safety are scarce. New York City, however, administers a school-climate survey to students and teachers every year that includes several questions about safety. Using responses to these questions for the 2016-17 school year, this paper provides a comparative descriptive analysis of New York City student and teacher perceptions of safety at 150 charter schools and their neighboring traditional (&quot;district&quot;) public schools. Key findings of the report are: (1) Overall: 64 of 150 charter schools provide a safer climate than their neighboring traditional public schools, 24 charters are less safe, and 62 charters are roughly as safe; (2) Elementary schools: 24 charters are safer than their neighboring traditional public schools, 12 are less safe, and 20 are roughly as safe; (3) Middle schools: 26 are safer than their neighboring traditional public schools, 3 are less safe, and 25 are roughly as safe; (4) High schools: 14 are safer than their neighboring traditional public schools, 9 are less safe, and 17 are roughly as safe; and (5) After demographic differences between students are accounted for, the charter school safety advantage remains statistically significant.
Technical Questions &amp; Current Specifications: Using Predicted District Effectiveness Rates as a Performance Benchmark
Author: Moss, Tony
Date: 2017-10-20
Type: Reports - Descriptive
Subjects: Educational Assessment,Performance Based Assessment,Benchmarking,State Departments of Education,Program Effectiveness,School Districts,School Effectiveness,Models,Disadvantaged Schools,Predictor Variables,Low Achievement,Attendance Patterns,Student Mobility,Poverty,Disabilities,Migrants,English Language Learners,Suspension,Expulsion,Beginning Teachers,Faculty Mobility,Lunch Programs

The purpose of this paper is to open the methods, construction and assumptions of a new performance benchmark to examination, critique, and improvement by technical experts. The paper begins with known technical questions about this new benchmark. In includes suggestions made by technical advisors. It then details the construction of the benchmark's measures, and reports the relevant statistics. Kansas State Department of Education (KSDE's) new performance measure, the effectiveness rate, measures school districts' effectiveness in enrolling their students in postsecondary education for two continuous years after graduation, or in getting students certified in an industry-recognized skill. Its companion benchmark, the predicted effectiveness rate and the focus of this paper, uses linear regression to describe districts' mean effectiveness rates after adjusting for risk factors largely beyond the districts' control. By comparing districts' actual effectiveness rates to their predicted rates, while accounting for student and environmental risk factors like cumulative poverty, the model assumes that the residuals contain some comparable measure of district performance.
Dual Enrollment 2015-16 Participation Report. Research Brief. Volume 1606
Author: Miami-Dade County Public Schools, Research Services
Date: 2017-01-00
Type: Reports - Research
Subjects: Dual Enrollment,Acceleration (Education),Grade Point Average,High Schools,Colleges,Public Schools,Enrollment,High School Students,Participation,Racial Differences,Ethnicity,Student Diversity,Gender Differences,Geographic Location,Courses

Dual Enrollment (DE) is an acceleration program in which students can earn credit toward high school completion and toward a career certificate or an associate or baccalaureate degree at the same time. There are hundreds of courses available to students in the DE program. DE courses are weighted toward grade point averages in the same way as are Advanced Placement, International Baccalaureate, and Advanced International Certificate of Education courses. Students eligible for DE can take courses conducted during school hours or after schools hours. Courses are available on high school campuses as well as accredited, non-profit local career education centers, community colleges, or state universities. This brief report focuses on the dual enrollment program conducted in Miami-Dade Public School System during the 2015-2016 school year. During that school year, there was a total of 20,361 enrollments in DE courses (down slightly from 21,852 the previous year). Because students can and often do take more than one DE course during the same semester, the total number of unique students involved in DE courses was much less than the total number of enrollments, at 7,108 students (11% less than the 8,012 student participants from the previous year).
How the Other Half Learns: Reorienting an Education System That Fails Most Students. Report
Author: Cass, Oren
Date: 2018-08-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Change,College Attendance,Dropouts,Academic Degrees,Postsecondary Education,Higher Education,Vocational Education,Federal Aid,State Aid,Educational Finance,Resource Allocation,High School Graduates,College Graduates,Graduation Rate,Equal Education,National Competency Tests,College Entrance Examinations,Expenditure per Student,Public Schools,Scores,Educational Attainment,Employment Level,Wages,Income,Costs,Access to Education

America's education system, from kindergarten through the state university, is designed to produce college graduates. Those who stop short of at least a community-college diploma are widely regarded as failures, or at least victims of a failed system. Yet most Americans fall into this category, and current trends offer little hope for improvement. Politicians and policymakers are finally paying attention to this population--which, roughly speaking, comprises the working class--and calls for more vocational education and apprenticeships have become fashionable. But a more fundamental reordering of the nation's misshapen educational infrastructure is necessary if alternatives to the college pipeline are to take their rightful place as coequal pathways to the workforce. Key finding of the report are: (1) Fewer than one in five students travel smoothly from high school diploma to college degree to career; most Americans fail to earn even a two-year associate's degree. Students are as likely to drop out of high school, skip higher education, drop out of college, or earn a degree unnecessary to their subsequent jobs; (2) Contrary to conventional wisdom, a college degree is neither necessary nor sufficient for reaching the middle class. The wage and salary distributions for college graduates and high school graduates overlap significantly; high-earning high school graduates in a wide variety of fields that require no college degree earn substantially more than low-earning college graduates; and (3) While the potential demand for a serious Career and Technical Education (CTE) pathway is huge, the federal government spent only $1 billion on CTE in 2016 but more than $70 billion subsidizing college attendance. State and local governments spent an additional $80 billion on college and almost nothing on expanding CTE pathways. Federal spending on college has more than doubled since 1990; spending on CTE has declined.