ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Benchmarks 2018: National College Progression Rates
Author: National Student Clearinghouse Research Center
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Academic Persistence,Graduation,College Students,High Schools,Public Schools,Charter Schools,Private Schools,Institutional Characteristics,Low Income Students,Minority Group Students,Urban Schools,Suburban Schools,Rural Schools,STEM Education,Majors (Students)

This sixth annual High School Benchmarks Report provides the most updated data on high school graduates' college access, persistence, and completion outcomes. The report was designed with several features particularly tailored to secondary practitioners and policymakers. First, results presented in this report were based on the most up-to-date data on high school graduates' enrollment in a college or university, persistence from first to second year, and eventual completion of a postsecondary degree. Second, these outcomes were disaggregated by several high school characteristics, which include: income level, minority enrollment, and locale. Thousands of high schools and districts also have access to timely reports on the college access, persistence, and completion rates of their own graduates through the StudentTracker® service of the National Student Clearinghouse. This report enables those schools to compare their students' outcomes to those of other schools with similar characteristics and that also use the StudentTracker service. Using the results reported here, high schools and districts can place their own StudentTracker results into context with the college access, persistence, and completion rates for schools with similar student populations in similar locales across the country. This report provides college enrollment, persistence, and completion outcomes for public non-charter; public charter; and private high school graduates. [For the 2017 report, see ED596626.]
Embedding Motor Activities into Inclusive Preschools
Author: Yang, Hsiu-Wen
Date: 2018-06-29
Type: Reports - Descriptive
Subjects: Psychomotor Skills,Motor Development,Inclusion,Preschool Education,Preschool Children,Physical Activities,Exercise,Access to Education,Students with Disabilities,Literacy,Numeracy,Developmental Disabilities,Individualized Instruction,Science Activities,Interdisciplinary Approach

During the preschool years children develop many new skills, including gross motor abilities, which serve as a foundation for school readiness skills in areas such as language, socialization and cognition. Like other domains, motor skill development does not happen without practice opportunities. That is, it requires multiple opportunities whereby children engage in physical activities to become proficient at skills such as marching, climbing, and throwing. The purpose of this article is to describe strategies that teachers can use to encourage and facilitate all children's participation in motor activities within inclusive preschool settings. [This is the online version of an article published in &quot;Young Exceptional Children.&quot; For the final published version of this article, see EJ1234760.]
Career and Technical Education. 2018 Annual Report. Issue Brief No. 2018-6
Author: Carruth, Blair
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Vocational Education,Postsecondary Education,Undergraduate Study,Noncredit Courses,College Credits,Certification,Academic Degrees,Associate Degrees,Tuition,Fees,Wages,Job Placement,Dual Enrollment,High School Students,Federal Aid,Enrollment Trends

This report includes data on a diverse and broad array of Career and Technical Education (CTE), credit and noncredit offerings, provided by the Utah System of Higher Education (USHE) institutions that prepare people for employment in current or emerging occupations that require postsecondary credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies.
Computerized Summary Scoring: Crowdsourcing-Based Latent Semantic Analysis
Author: Li, Haiying
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Scoring,Semantics,Evaluation Methods,Documentation,Natural Language Processing,Holistic Approach,Expertise,Sample Size

In this study we developed and evaluated a crowdsourcing-based latent semantic analysis (LSA) approach to computerized summary scoring (CSS). LSA is a frequently used mathematical component in CSS, where LSA similarity represents the extent to which the to-be-graded target summary is similar to a model summary or a set of exemplar summaries. Researchers have proposed different formulations of the model summary in previous studies, such as pregraded summaries, expert-generated summaries, or source texts. The former two methods, however, require substantial human time, effort, and costs in order to either grade or generate summaries. Using source texts does not require human effort, but it also does not predict human summary scores well. With human summary scores as the gold standard, in this study we evaluated the crowdsourcing LSA method by comparing it with seven other LSA methods that used sets of summaries from different sources (either experts or crowdsourced) of differing quality, along with source texts. Results showed that crowdsourcing LSA predicted human summary scores as well as expert-good and crowdsourcing-good summaries, and better than the other methods. A series of analyses with different numbers of crowdsourcing summaries demonstrated that the number (from 10 to 100) did not significantly affect performance. These findings imply that crowdsourcing LSA is a promising approach to CSS, because it saves human effort in generating the model summary while still yielding comparable performance. This approach to small-scale CSS provides a practical solution for instructors in courses, and also advances research on automated assessments in which student responses are expected to semantically converge on subject matter content.
Beyond Tuition: Promises for Affordability, Quality, and Accountability in Higher Education
Author: Center for American Progress
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Paying for College,Higher Education,Debt (Financial),Accountability,Educational Quality,Costs,Tuition,Fees,Student Financial Aid,Equal Education,Racial Differences,Ethnicity,Grants,Poverty,One Parent Family,Community Colleges,Public Colleges,Private Colleges,Student Loan Programs

The Center for American Progress proposes Beyond Tuition, a sweeping vision for restoring the promise of affordable, high-quality postsecondary education for all and for reducing the burden of student debt. This plan will make college affordable for families from all walks of life, while emphasizing the need to overcome widespread inequity in opportunity and outcomes for students of color, those from low-income backgrounds, and other marginalized identities. It ensures that there will be supports along the way to get students to graduation. And it includes a strong accountability system that requires the federal government, states, institutions, and accreditors to fulfill their respective roles. These changes fulfill the promise of postsecondary education as a civil right. Beyond Tuition would make three key promises to anyone seeking to earn a postsecondary credential: (1) Affordability; (2) Quality; and (3) Accountability.
Exploring Funding Options for the University of California. Research &amp; Occasional Paper Series: CSHE.12.18
Author: Douglass, John Aubrey
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Educational Finance,Funding Formulas,Financial Support,Tuition,Fees,Fund Raising,Student Financial Aid,Enrollment,Income,Operating Expenses,Expenditures,Public Colleges,Budgets,State Aid,Planning,Partnerships in Education,Undergraduate Students,Costs,Foreign Students,Academic Degrees,Graduate Study,Undergraduate Study,Extension Education,Educational Administration,Governance

Despite massive cuts in state funding over the past thirty years, the University of California has managed to keep enrollment on pace with growth in population. With California's population projected to grow 22.5 percent (from 40 to 49 million by 2040), that will no longer be the case, unless UC is able to find a new funding model. Informed by the historical analysis in the report &quot;Approaching a Tipping Point: A History and Prospectus of Funding for the University of California&quot;, this essay revisits the options for funding UC from that report, including: reinvestment by California lawmakers and a proposed general bond measure for capital construction; increasing research funding to help subsidize teaching and public service programs; revising the indirect-cost agreement with the State of California; raising undergraduate tuition and fees for upper income students and establishing tuition pricing model tiered by student family income; explore differential fees by major; and reducing the percentage of UC undergraduate tuition income that is &quot;returned-to-aid&quot; in favor of increased fundraising for financial aid. All relate to two central questions: a) can UC afford to grow in its enrollment and academic programs with the state's population and needs? and b) how to identify new sources of revenue and pursue management efficiencies to reduce operating and capital costs? Without a substantial boost in income from the state or other sources, UC may be approaching a crossroads, where it continues to grow in enrollment without adequate funding, or where it instead chooses to halt or limit growth to focus on maintaining quality and productivity, but with serious consequences for California. Any significant state reinvestment will depend on the new California governor. Governors in the past have been key players in creating and building California's pioneering higher education system. A new governor should have ambitions for higher education that match those of Californians.
The Simple Truth about the Gender Pay Gap. Fall 2018 Edition
Author: Miller, Kevin
Date: 2018-00-00
Type: Guides - General
Subjects: Gender Differences,Gender Bias,Salaries,Wages,Geographic Location,Age Differences,Racial Differences,Ethnicity,Educational Attainment,Females,Equal Opportunities (Jobs),Advocacy,LGBTQ People,Mothers,Child Rearing,Racial Discrimination,Gender Discrimination,Employees,Employers,Government Role,Federal Government,State Government

Updated regularly with the most current statistics from the Bureau of Labor Statistics and the Census Bureau, &quot;The Simple Truth about the Gender Pay Gap&quot; is a commonsense guide that provides key facts about the gender pay gap in the United States. Topics covered in the report include: the definition of the pay gap and its history; the pay gap in each state; the pay gap by age, race/ethnicity, and education; guidance for women facing workplace discrimination; and resources for fair pay advocates.
2018 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,Donors,Private Financial Support,Accountability,Institutional Mission,Educational Policy,Educational Research,Charter Schools,Academic Achievement,State Regulation,State Departments of Education,School Effectiveness,Elementary Secondary Education,State Legislation,Public Education,Performance,School Closing,Urban Schools,Language Arts,Value Added Models,Educational Finance,Governance,Academic Standards,State Standards,Mathematics Achievement,High Achievement,Reading Achievement,Advanced Placement,Risk,Open Enrollment,Federal Legislation,Educational Legislation,Adolescents,Teacher Attendance,Poverty

The 2017-18 school year saw our sponsorship portfolio grow from 4,100 students in 2016-17 to 4,800 students across five Ohio cities: Dayton, Columbus, Cincinnati, Cleveland, and Portsmouth. We're also honored to have been recognized by the National Association for Charter School Authorizers (NACSA) as part of NACSA's Quality Practice Project. Several of our schools performed very well on Ohio's value added (growth measure), and many exciting things are happening in the schools that we sponsor. We are pleased to share all of this in our 2017-18 Fordham Sponsorship Annual Report, which also provides a transparent look at the performance of our schools. [To view the 2017 report, see ED596224.]
Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills
Author: Bustamante, Andres S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Critical Thinking,Persistence,Engineering Education,Risk,Science Experiments,Executive Function,Hands on Science,Preschool Children,Intervention,Poverty,Disadvantaged Youth,Preschool Education,Teaching Methods

Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children's natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children's attention and allows for integrated instruction across domain-general (ATL, EF, and social-emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children. [This article was published in the journal &quot;Education Sciences&quot; (EJ1200532).]
Bilingual &amp; English as a Second Language Program Evaluation Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-23
Type: Reports - Research
Subjects: Program Evaluation,Bilingual Education,English (Second Language),English Language Learners,Bilingual Students,Academic Achievement,Student Improvement,Student Characteristics,Enrollment Trends,Reading Tests,Educational Indicators,Educational Attainment,Language Proficiency,Mathematics Achievement,Reading Achievement,Faculty Development,Graduation Rate,Elementary Secondary Education,Spanish,Racial Differences,Ethnicity,Language Usage

Texas state law requires that specialized linguistic programs be provided for students who are English language learners (EL). These programs are intended to facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. This evaluation report summarizing the performance of students who participated in the district's bilingual and ESL programs during the 2017-2018 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as EL, demographic characteristics of students served by these programs, and a count of how many students exited EL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs. [For the 2016-2017 program evaluation, see ED596671.]
An Evaluation of the Coverage of Theoretically Based Implementation Factors in Disseminated Classroom Physical Activity Programs
Author: Calvert, Hannah G.
Date: 2018-00-00
Type: Reports - Research
Subjects: Physical Activities,Class Activities,Context Effect,Intervention,Program Implementation,Educational Resources

Classroom-based physical activity (CBPA) is increasingly recommended as a method to support children's physical activity, health, and academic performance. Many adoption-ready programs exist to aid in the implementation of CBPA in schools; yet, implementation rates remain low. The purpose of this study was to evaluate the extent to which resources provided by adoption-ready CBPA programs addressed theory-based implementation contextual factors to support implementation. Existing CBPA programs (N = 37)were identified through Internet searches and all materials (e.g., implementation guides) provided by each program were coded for their inclusion of 51 implementation factors based on the Consolidated Framework for Implementation Research (CFIR). Analyses were conducted to compare inclusion of implementation factors across CFIR Domains and by three program groupings: free (yes/no), research evidence (yes/no), and targeted to teacher only (vs. school). Programs covered a mean of 25.9 per cent (SD=18.7 per cent) of the 14 Inner Setting implementation factors, 34.2 per cent (SD=18.0 per cent) of the 6 Characteristics of Individuals implementation factors, and 34.8 per cent (SD= 24.3 per cent) of the 8 Process implementation factors. Programs with research evidence covered more implementation factors than programs without research evidence (43.7 vs. 25.9 per cent; p &lt; 0.05). Although numerous adoption-ready CBPA programs are available and have many strengths, their inclusion of theory-based factors that support or inhibit implementation is generally low. Consideration of such factors, including organizational climate and teacher-level behavior change, is likely critical to supporting ongoing school-wide implementation of CBPA. Research is needed to develop and test effective strategies for addressing these factors to support more widespread CBPA implementation. [This is the online version of an article published in &quot;Translational Behavioral Medicine.&quot;]
The Mathematical Quality of Instruction (MQI) in Kindergarten: An Evaluation of the Stability of the MQI Using Generalizability Theory
Author: Mantzicopoulos, Panayota
Date: 2018-00-00
Type: Reports - Research
Subjects: Kindergarten,Mathematics Instruction,Educational Quality,Classroom Observation Techniques,Generalizability Theory,Reliability,Preschool Teachers,Interrater Reliability

Research Findings: We evaluated the score stability of the Mathematical Quality of Instruction (MQI), an observational measure of mathematics instruction. Three raters each scored, independently, 100 video-recorded lessons taught by 20 kindergarten teachers in the spring. Using generalizability theory analyses, we decomposed the MQI's score stability into potential sources of variation (teachers, lessons, raters, and their interactions). The 13-item (three-domain) Ambitious Mathematics Instruction scale and the Whole Lesson scale each explained about one-third of the variance attributed to differences in the main construct of interest (teachers' instructional strategies). The MQI's Errors and Imprecision scale was not relevant at the kindergarten level; there were virtually no errors and/or ambiguities observed across the 100 mathematics lessons. In a series of Decision studies, we examined improvements in reliability with combinations of up to 6 raters and 8 lessons. Only the Richness of Mathematics domain scores and the Whole Lesson scores achieved acceptable reliabilities. Practice or Policy: The findings have important implications for the use of observation measures to document teachers' mathematics practices in the early years of school. [This article was published in &quot;Early Education and Development&quot; v29 n6 p893-908 2018 (EJ1185244 ).]
Influence of Regional Perceptions and Children&apos;s Age on Their Social Inclusion Judgments
Author: Gönül, Buse
Date: 2018-00-00
Type: Journal Articles
Subjects: Differences,Regional Characteristics,Children,Age Differences,Childrens Attitudes,Foreign Countries,Social Status,Inclusion,Disadvantaged,Advantaged,Moral Values,Stereotypes,Early Adolescents,Municipalities,Public Schools,Vignettes,Reading Skills,Grade 4,Grade 7

The present study examined the effects of children's perceptions about the members of different geographical regions of Turkey on their social inclusion judgments. Children evaluated vignettes including protagonists coming from eastern and western regions of Turkey, which are namely easterners vs. westerners. Children demonstrated established perceptions regarding the disadvantaged social status of easterners and advantaged one for westerners, as shown by the preliminary study. In the main study, 150 children (75 10-year-olds, M = 10 years, SD = 4.17; 75 13-year-olds, 13.06 years, SD = 0.31) were asked to decide whom to include, either an easterner or a westerner, into a reading group and justify their decisions. According to the results, while participants chose the socially advantaged child in the equal qualifications condition more frequently, they chose the disadvantaged child for the unequal qualifications. For justifications, 13-year-olds made more stereotyping and moral justifications, whereas 10- year-olds made more psychological justifications in the equal qualifications condition. This study was the first attempt to infer the socially disadvantaged status of easterners in Turkey and its effect as a criterion for inclusion.
The Post-9/11 GI Bill: A Primer. CRS Report R42755, Version 17. Updated
Author: Dortch, Cassandria
Date: 2018-08-01
Type: Reports - Descriptive
Subjects: Federal Legislation,Veterans,Veterans Education,Student Financial Aid,Educational Finance,Eligibility,Training,Tutoring,Fees,Certification,Tuition,Training Allowances,Vocational Rehabilitation,Employment Programs,Work Study Programs,Military Personnel,Student Loan Programs,Postsecondary Education,Higher Education,Apprenticeships,On the Job Training,Costs,Travel

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance (GI Bill®) benefits since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). This report provides a detailed description of the Post-9/11 GI Bill. The first section describes participant eligibility criteria. The second section indicates a participant's entitlement to benefits and the period during which the benefits must be used. The third section describes the eligible programs of education. The subsequent section explains the eligible benefit payments. The final sections illustrate key links to other programs administered by the U.S. Department of Veterans Affairs and current data on obligations and participation.