ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Spatial Training on Mathematics in First and Sixth Grade Children
Author: Mix, Kelly S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Grade 1,Grade 6,Mathematics Achievement,Spatial Ability,Visualization,Language Arts,Visual Stimuli,Training,Mathematical Concepts,Concept Formation,Program Effectiveness,Age Differences,Cognitive Development

A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills-spatial visualization or form perception/VSWM--or in a nonspatial control condition that featured language arts training. Spatial training led to better overall mathematics performance in both grades, and the gains were significantly greater than for language arts training. The same effects were found regardless of spatial training type, or the type of mathematics tested. [This paper will be published in &quot;Journal of Educational Psychology.&quot;]
Do New York City Teachers Have &quot;Adequate&quot; Retirement Benefits?
Author: Aldeman, Chad
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Teacher Employment Benefits,Retirement Benefits,Money Management,Teacher Salaries,Teacher Retirement,Taxes,Policy Formation,Investment,Tenure,Program Costs,Public Schools,Program Improvement,City Government,Age,Urban Schools

In response to financial pressures, the New York State Assembly has created new, less-generous retirement plans for teachers. Teachers and other education employees are enrolled in one of two plans, the Teachers' Retirement System of the City of New York (TRS) and the New York State Teachers' Retirement System (NYSTRS). How far have the benefits fallen, and does the current tier (Tier VI) provide sufficient retirement benefits to its members? In order to answer these questions, this paper begins by outlining a framework for determining whether a given plan's retirement benefits are &quot;adequate&quot; or not, and then examines whether New York City's TRS plans meet that test. Based on this comparison, it finds that the current Tier VI plan does not provide fully adequate retirement benefits even to the longest-serving veterans. Some portion of teachers will reach at least a minimal adequacy threshold, but the typical teacher would need to serve 23 years before doing so. New York has a history of pension reform efforts that preserve the benefit structures for current workers while enrolling new workers in a less-generous benefit tier. As such, this paper concludes with recommendations for how policymakers might do a better job of providing adequate retirement benefits to future teachers. [This report was funded by Equable Institute.]
Kids Today: Boston&apos;s Declining Child Population and Its Effect on School Enrollment. A Report from Boston Indicators
Author: Ciurczak, Peter
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Population Trends,Urban Population,Children,Public Schools,Urban Schools,Elementary Secondary Education,Minority Group Students,Low Income Students,School Demography,Urban Demography,Enrollment,School Segregation

Diversity is core to what makes many cities vibrant, dynamic, adaptive and strong. Recently, Boston has gotten much more racially diverse, evolving from being only 20 percent people of color back in 1970 to 56 percent of color today. However, there's a way in which the rich tapestry of the city has eroded: Boston is rapidly losing families with children. In particular, it's losing families with K-12 school-aged kids. Boston has experienced large declines among Black and white kids; significant Latino increases have offset some of these decreases, but only partially. The families who leave Boston when their kids approach kindergarten are predominantly middle and high income. This has created a growing mismatch between the demographics of kids who attend Boston's K-12 public schools and the city overall. This report dives deep into these trends in three parts by analyzing: (1) Boston's declining school-aged population; (2) the growing mismatch between city and school demographics; and (3) the increasing isolation of students of color and low-income students in Boston schools. The authors hope this demographic analysis will help accelerate public conversations about how Boston can welcome all families back to the city and promote greater economic and racial integration in the schools. [This report was co-produced by Boston Indicators.]
Understanding School Discipline in California: Perceptions and Practice. Results of a Statewide Survey of California School Districts
Author: Freedberg, Louis
Date: 2012-09-10
Type: Reports - Research
Subjects: Discipline,Discipline Policy,School Policy,Zero Tolerance Policy,Educational Legislation,State Legislation,School Districts,Administrator Attitudes,Costs,Suspension,Budgets,Disproportionate Representation,Racial Bias,Ethnicity,Behavior Problems,Discipline Problems,Student Behavior,Positive Behavior Supports,Justice,Student Needs,High School Students,Expulsion,Police,Behavior Modification,Parent Education,School Counselors,School Personnel,Educational Resources,Nontraditional Education

During the past several years, there have been growing concerns regarding the effectiveness of school discipline policies, as well as their disproportionate impact on African American and Latino students. For at least a decade, questions have been raised about district-level &quot;zero tolerance&quot; policies that have contributed to larger numbers of students being suspended or expelled for non-violent offences. Attempts to reform school discipline policies in California have gained momentum in recent months, most prominently in a series of bills that have been approved by the state Legislature and are currently awaiting Governor Jerry Brown's signature. Yet little is known about how school discipline policies are actually being implemented in individual districts across the state. To find out, EdSource conducted a survey in the spring of 2012 of administrators in charge of school discipline policies of all California districts with a student enrollment of more than 1,000 students. It is the first such survey to be conducted of California school districts. Responses were received from 315 school districts--a 56 percent response rate. These districts, with enrollments totaling 4.1 million, educate two-thirds of all students in California schools. This report sheds light on a wide range of issues related to school discipline, including school administrators' views on the adequacy of state laws and regulations, the costs of imposing school discipline policies, the extent to which districts are relying on alternative approaches to school discipline, the use of data to improve student discipline outcomes, and the average length of suspensions.
Practice Profiles: A Process for Capturing Evidence and Operationalizing Innovations. White Paper
Author: Metz, Allison
Date: 2016-01-18
Type: Reports - Descriptive
Subjects: Educational Innovation,Profiles,Teaching Methods,Educational Practices,Theory Practice Relationship,Usability,Definitions,Evaluation Methods,Values,Educational Philosophy,Testing,Stakeholders,Outcomes of Education,Models

The purpose of this piece is to provide the research and rationales behind Practice Profiles. To achieve outcomes and develop effective implementation supports, innovations need to be &quot;teachable, learnable, doable, and assessable.&quot; Practice Profile methodology facilitates the development of innovations and their necessary infrastructure. Specific training on NIRN's Practice Profile methodology can be found on the Active Implementation Hub.
Passing When It Counts: Math Courses Present Barriers to Student Success in California Community Colleges. Issue Brief
Author: Rosin, Matthew
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Mathematics Achievement,College Mathematics,Enrollment,Courses,Course Content,Mathematical Applications,Mathematical Concepts,Credits,Associate Degrees,Grades (Scholastic)

Large numbers of students in California's 112 community colleges are struggling to pass college-level math classes, including courses they need to complete a degree or transfer to a four-year institution. Community college students' success in rigorous math is crucial to their futures and to any effort to improve college completion rates in California. Students must complete at least Intermediate Algebra to earn an associate degree, or have demonstrated proficiency at that level on an assessment test. Beyond that, students who hope to transfer to a University of California or California State University campus with math credits must take higher-level math courses, such as Calculus. This report uses data from the Chancellor's Office Management Information Systems (COMIS) that is downloadable from the Chancellor's Office's Data Mart website. The report focuses on student enrollments in fall 2010 in community college math courses that met both of the following criteria: (1) Courses focused on the operations, concepts, and applications of mathematics. (The courses are coded in COMIS as &quot;Mathematics, General (1701).&quot;); and (2) Students could count these math courses toward an associate degree if they passed. (The courses are also coded in COMIS as &quot;Credit--Degree Applicable.&quot;)
Data and Analytics for Student Success: A Focus on Collaboration between Institutional Research, Student Affairs, and Information Technology
Author: NASPA - Student Affairs Administrators in Higher Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Colleges,Data Collection,Data Analysis,Strategic Planning,Success,Student Personnel Workers,Researchers,Information Technology,School Personnel,Data Use,Institutional Research,Cooperative Planning,Decision Making,Participative Decision Making,Professional Development

Higher education institutions in the United States have collected and analyzed data for decades. From mandatory reporting for state and federal compliance to ad hoc reporting for internal and external stakeholders, there are myriad business purposes for which administrators, staff, and faculty routinely gather data. As more colleges and universities have focused their strategic planning on improving student outcomes and invested in student success initiatives, it has become critical for functional units, departments, and divisions to develop and execute cross-functional data strategies. Among key stakeholders, institutional research (IR), student affairs, and information technology (IT) are well positioned to spearhead student success initiatives by expanding their relationships to include more data sharing, analysis, and decision making. Together, these functions are prioritizing the importance of measuring student outcomes and advocating for use of appropriate student data, especially qualitative data, to enhance student success. More details about the findings and recommendations of this research are available in the report &quot;Institutions' Use of Data and Analytics for Student Success: Results from a National Landscape Analysis&quot; (ED588396).
Schools under Stress: Pressures Mount on California&apos;s Largest School Districts. Report
Author: Freedberg, Louis
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: School District Size,Elementary Secondary Education,Public Schools,Influences,Job Layoff,Public School Teachers,Class Size,School Schedules,School Counselors,Summer Programs,Declining Enrollment,Poverty,Low Income Students,Unemployment,School Community Relationship

The number and intensity of internal and external stress factors on California schools and school districts are on the rise as a result of state budget deficits and the nation's struggling economy. Schools and the children they serve are experiencing these stresses at the same time that they are coming under increasing pressure to meet ever higher accountability standards as measured by student performance on standardized tests. The overview presented in this report is intended to provide California voters with a portrait of how the state's largest school districts are doing, by focusing on stress factors that some or all districts are coping with. [Additional support for this work was provided by Reed Hastings.]
Moonshot for Education: A Federal Policy Proposal to Spur Effective Research and Development for K-12 Education
Author: Thomas B. Fordham Institute
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Educational Research,Research and Development,Educational Innovation,Federal Government,Federal Aid,Educational Finance,Educational Change,Educational Policy,Equal Education,Elementary Secondary Education

Over the past few decades, there have been federal and state investments in innovative education programs, policies, and tools. Many private organizations--both corporate and philanthropic--also have fueled the development and piloting of novel education ideas. Yet major gaps and challenges remain to develop and scale the impact of ground-breaking programs, products, and technologies. The problem stems from an inadequate and often disjointed approach to education research and development (R &amp; D). Effective research and development is a cycle. In education, the research part should focus on discrete questions that address pressing challenges for schools, teachers, students, and parents. That research should produce insights that can help create new tools, technologies, or solutions. Unfortunately, many education research efforts fail to address the most pressing needs of students, teachers, and school leaders--and the findings may not lend themselves to the creation of relevant tools or solutions. Federal R &amp; D efforts work in many fields, but the current funding and structure of federal support for education research do not adequately address the challenges of developing and scaling innovative and effective solutions in this field. Washington's support for R &amp; D in education pales in comparison to that of other fields. In 2017, the U.S. Department of Education invested less than 1 percent of what the Department of Health and Human Services invested in R &amp; D. Effective research and development in education requires a focused, robust federal investment that generates an ongoing cycle between coordinated research and intentional development. Toward this end, the federal government should significantly increase funding for education research and development and create a new initiative to fuel bold, scalable, and equitable ideas with the potential to transform education. This policy proposal offers a constructive solution: a R &amp; D initiative dedicated to improving student outcomes for students of all backgrounds.
Facilities Performance Indicators Report 2018-19: Tracking Your Facilities Vital Signs
Author: APPA: Association of Higher Education Facilities Officers
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Facilities,Data Interpretation,Classification,Regional Characteristics,Institutional Characteristics,Surveys,Public Colleges,Private Colleges,School Maintenance,School Buildings,Facilities Management,Educational Facilities Improvement

This paper features an expanded Web-based &quot;Facilities Performance Indicators (FPI) Report.&quot; The purpose of APPA: Association of Higher Education Facilities Officers (APPA's) Facilities Performance Indicators is to provide a representative set of statistics about facilities in educational institutions. The goal for this year was to enhance the survey and report tools by making them both more navigable, user-friendly, and accurate. APPA also automated many of the internal processes for the survey and report, which resulted in a better quality product that can be delivered faster and with more accuracy. [For the previously published report, &quot;Facilities Performance Indicators Report 2013-14: Tracking Your Facilities Vital Signs,&quot; see ED581240.]
Raising Revenues Locally: Parcel Taxes in California School Districts 1983-2012. Report
Author: Chavez, Lisa
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Finance,Resource Allocation,Taxes,Income,Elementary Secondary Education,Educational Equity (Finance),Voting,Elections,Educational History,Low Income Students,Minority Group Students,Socioeconomic Status,Racial Differences,Ethnicity,Ownership,Housing,Geographic Regions,School District Wealth

California law severely limits local school districts' revenue-raising authority compared to most other states, which allow districts to raise local property taxes to support schools. School districts are primarily funded by revenues allocated by the state through complex formulas established decades ago. In California, school districts have limited ways to raise additional funds--through parcel taxes, a seldom-used sales tax, and private donations typically generated by contributions to local education foundations or raised by parent organizations. Parcel taxes are one of the few ways local school districts are able to raise taxes to supplement the revenues they receive from the state and other sources. Most school districts in the state have not taken advantage of parcel taxes as a revenue-raising option. This report presents an overview of parcel taxes in California school districts from 1983-2012.
Tapping Latino Talent: How HSIs Are Preparing Latino Students for the Workforce
Author: Martinez, Janette
Date: 2020-07-00
Type: Reports - Research
Subjects: Hispanic American Students,College Role,College Students,Job Skills,Career Readiness,Labor Needs,Experiential Learning,School Closing,Online Courses,Distance Education,Unemployment,Educational Technology,Technology Uses in Education,Networks,Internship Programs,Employers,COVID-19,Pandemics,Federal Aid,Federal Legislation

Latino degree attainment and skill development are important to the nation's need for a competitive workforce and strong civic leadership. To help Latino students enter and be competitive in the workforce, trendsetting institutions are adapting their efforts to support students' strengths and meet their needs. Hispanic-Serving Institutions (HSIs) enroll the majority of Latino students (over 65 percent) and thus can play an integral part in Latino students' academic success and workforce preparation. With collaboration with four HSIs, there is recognition that institutions have a role in both supporting their changing student bodies and connecting to workforce, and they are taking concrete steps to address. Five common strategies of the institutions' efforts were consistent and are detailed in this brief: (1) Workforce preparation is a goal across campus, not just the role of the career services offices; (2) The institutions have adapted to changes in workforce demands and changes in their student bodies; (3) Institutions are emphasizing experiential learning opportunities in and outside the classroom to expand access to hands-on learning; (4) Institutions are revamping their workforce efforts based on data and using data to continually evolve; and (5) The institutions work with local employers to meet the needs of the region and make the transition from school to work easier for their students. This brief was ready for release in March 2020. Given the impact of COVID-19 on these communities, institutions, and workforce, the authors reached back out to the four institutions to share additional efforts and updated this brief for release.
Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes
Author: Breaux, Rosanna
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Adolescents,Attention Deficit Hyperactivity Disorder,Affective Behavior,Fear,Anxiety,Symptoms (Individual Disorders),Interpersonal Competence,Grade 8,Behavior Disorders,Depression (Psychology),Aggression,Homework,Academic Achievement,Gender Differences,Drug Therapy,Racial Differences,Ethnicity,Socioeconomic Status,Parent Attitudes

Introduction: This study examined whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differed in affect variability and whether variability in positive and negative affect was associated with functional outcomes. Method: Participants were 302 adolescents (12-14 years, &quot;M&quot;age=13.17, 55% male; 54% diagnosed with ADHD; 82% white) and their caregivers who each completed the 10-item Positive and Negative Affect Scale via daily diaries for approximately two weeks. Multi-informant ratings of emotional, behavioral, social, and academic outcomes were assessed. Results: Adolescents with ADHD were found to experience greater variability in self- and parent-reported positive affect, fear, and distress. For adolescents with ADHD, greater variability in self- and parent-reported positive affect, fear, and distress were associated with more internalizing symptoms, greater variability in parent-reported positive affect was associated with worse social functioning, and greater variability in self- and parent-reported fear was associated with more externalizing symptoms. In contrast, greater variability in self- and parent-reported positive affect, fear, and distress were associated with better social functioning in adolescents without ADHD. Limitations: Future work should examine affect variability in adolescents with ADHD within the same day rather than across days. The limited age range and demographic diversity of our sample may limit generalizability of findings. Conclusions: Findings suggest the significant affect variability found among children with ADHD is also present in adolescents with ADHD and is associated with social and behavior impairment. Interventions for adolescents with ADHD should target emotion regulation abilities to help reduce the extremes of and shifts in affective experiences in this population. [This paper was published in &quot;Journal of Affective Disorders&quot; v274 p500-507 2020.]