ethanporcaro/eric-fulltext-meta huggingface dataset:
Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
Author: Evans, David K.
Date: 2019-02-00
Type: Reports - Research
Subjects: Educational Indicators,Developing Nations,Foreign Countries,Intervention,Literacy,Instructional Effectiveness,Achievement Gains,Cost Effectiveness

In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of &quot;standard deviations,&quot; making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in &quot;equivalent years of schooling&quot; and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
What Works for Latino Students in Higher Education: 2019 Compendium--Examples of iExcelencia!
Author: Excelencia in Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Students,Hispanic American Students,Best Practices,Academic Achievement,Evidence Based Practice,College Programs,Program Effectiveness,Higher Education,Associate Degrees,Bachelors Degrees,Graduate Study,Outcomes of Education,Community Organizations,Educational Improvement,English Language Learners,Second Language Learning,Learner Engagement,STEM Education,Partnerships in Education,Medical Research,Cancer,Leadership Training,Achievement Gap,School Holding Power,Student Recruitment,Graduation Rate,Tutoring,College Preparation,Success,Community Colleges,Educational Change,Immigrants,Mentors,Student Research,Student Financial Aid,Enrollment,Allied Health Occupations Education,Scholarships,Culturally Relevant Education

What works to increase Latino student success in higher education? Since 2005, &quot;Excelencia&quot; in Education has led the only national effort to recognize evidence-based practices that accelerate Latino student success in higher education through Examples of &quot;Excelencia.&quot; Through this process, &quot;Excelencia&quot; recognizes programs that are intentionally serving Latino students across four levels: Associate, Baccalaureate, Graduate, and Community-Based Organizations. Over 14 years, &quot;Excelencia&quot; has recognized over 300 programs across the country that work for Latino students. This year's compendium includes 4 Examples of &quot;Excelencia,&quot; 12 finalists and 20 Programs to Watch. The programs in this compendium are responsive to the strengths and opportunities their students face in preparing for, persisting in, and completing a college education. This year's recognized programs are increasing Latino student success through scholarships, undergraduate research opportunities, pathways to guide students, mentoring, and culturally responsive programming. [For the 2018 edition of this report, see ED593370.]
Persistent Misallocation and the Returns to Education in Mexico. Policy Research Working Paper 8690
Author: Levy, Santiago
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,Outcomes of Education,Resource Allocation,Education Work Relationship,Income,Educational Attainment,Supply and Demand,Labor Market,Organization Size (Groups),Productivity,Occupational Mobility

Over the last two decades, Mexico has experienced macroeconomic stability, an open trade regime, and substantial progress in education. Yet average workers' earnings have stagnated, and earnings of those with higher schooling have fallen, compressing the earnings distribution and lowering the returns to education. This paper argues that distortions that misallocate resources toward less-productive firms explain these phenomena, because these firms are less intensive in well-educated workers compared with more-productive ones. It shows that while the relative supply of workers with more years of schooling has increased, misallocation of resources toward less productive firms has persisted. These two trends have generated a widening mismatch between the supply of, and the demand for, educated workers. The paper breaks down worker earnings into observable and unobservable firm and individual worker characteristics, and computes a counterfactual earnings distribution in the absence of misallocation. The main finding is that in the absence of misallocation average earnings would be higher, and that earnings differentials across schooling levels would widen, raising the returns to education. A no-misallocation path is constructed for the wage premium. Depending on parameter values, this path is found to be rising or constant, in contrast to the observed downward path. The paper concludes arguing that the persistence of misallocation impedes Mexico from taking full advantage of its investments in the education of its workforce. [This paper is a product of the Strategy and Operations Team, Development Economics Vice Presidency.]
Guiding Students to and through Professional-Technical Workforce Pathways. Research Report
Author: Washington State Board for Community and Technical Colleges
Date: 2019-05-10
Type: Reports - Research
Subjects: Educational Attainment,College Freshmen,Professional Education,Technical Education,Outcomes of Education,College Graduates,Certification,Associate Degrees,Employment,Gender Differences,Racial Differences,Ethnicity,Wages,Employment Level,Intellectual Disciplines,Minority Group Students,Disproportionate Representation

This research brief describes college attainment for students pursuing professional-technical education. Using a cohort of 36,700 first-time in college (FTIC) students who started college between 2010 and 2012, this analysis focuses on students whose goal in their final year was a professional-technical education. The cohort was given four years (twice the time to earn a two-year degree) to account for part-time status and stopping out. At the end of the four-year period, students are measured for their highest attainment. The analysis also looks at what happens to students after they leave college. 25,000 students in the cohort are measured for employment one year after leaving the college. These students are divided into &quot;completers&quot; (defined as having completed a certificate or an associate degree) and non-completers and track field of study and levels of attainment leading up to their post-college employment. Throughout the brief, the analyses are disaggregated by sex and race/ethnicity. Among the key findings are: (1) Completers are more likely to be employed and earn more than non-completers; (2) Employment prospects after college determined by the returns for full-time employment and earnings vary by program area. Historically underserved students of color (HU-SOC) are underrepresented among completers of higher labor market return programs and overrepresented in lower return programs; (3) Returns to associate degrees are higher than certificates. This is especially true for women; and (4) About 30 percent of students in the starting cohort earned an associate degree or certificate within four years. Another 10 percent have not earned any credentials within four years, but are still enrolled in the same or another college in a fifth-year snapshot. Almost 60 percent of all professional-technical students in our starting cohort exited with no credential after 4 years.
Education under Threat in West and Central Africa. UNICEF Child Alert
Author: Nakell, Patsy
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: At Risk Students,School Safety,Conflict,Access to Education,Violence,Elementary Secondary Education,Intervention,Radio,Facilitators (Individuals),Distance Education,International Programs,Community Programs,Armed Forces,Females,Marriage,Teacher Competencies,Islam,Foreign Countries

&quot;Child Alert&quot; is a briefing series that presents the core challenges for children in a given crisis location at a given time. This issue examines attacks on children's right to education in West and Central Africa, and provides examples of efforts to protect children and their learning opportunities in conflict-affected parts of the region. As of June 2019, 1.91 million children were being robbed of an education due to violence and insecurity in and around their schools in Burkina Faso, Cameroon, the Central African Republic, Chad, the Democratic Republic of the Congo, Mali, Niger and Nigeria. UNICEF and partners call on governments, armed forces and groups, and other parties to conflict -- and the international community -- to take concerted action to stop attacks and threats against schools, and to support quality learning for every child in the region. [This &quot;Child Alert&quot; was published by UNICEF's Division of Communication.]
Every Child Learns: UNICEF Education Strategy 2019-2030
Author: United Nations Children's Fund (UNICEF)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Educational Needs,Student Needs,Educational Quality,Educational Methods,Risk Management,Equal Education,Access to Education,At Risk Students,Inclusion,Social Bias,Racial Bias,Minority Group Students,Poverty,Students with Disabilities,Gender Bias,Civil Rights,Economic Factors,World Problems,Social Problems,Sustainable Development,Educational Attainment,Job Skills,Elementary Secondary Education,Attendance Patterns,Preschool Education,Disadvantaged Youth,Children,Adolescents,Refugees,War,Foreign Countries,Childrens Rights,Educational Equity (Finance),Partnerships in Education,Educational Environment,Environmental Influences,Prevention,Emergency Programs,Intervention,Educational Improvement,Teacher Competencies,Educational Innovation,Governance,Delivery Systems,Educational Finance,Human Resources,Government Role

The gap between the levels of learning that education systems are providing and what children, communities and economies need, is growing. The breadth and depth of this learning crisis constitute the greatest global challenge to preparing children and adolescents for life, work and active citizenship. The lesson of the learning crisis is clear: the conventional assembly of education inputs is not improving learning outcomes. This presents a fundamental challenge to the way that governments, development partners and communities are managing and supporting education systems. A new, more radical approach that focusses on enhancing learning outcomes is long overdue and forms the basis for this strategy. The report also outlines the shift towards a greater focus on improving learning outcomes, including supporting the breadth of skills that allow young people to become agile, adaptive learners and citizens, equipped to navigate personal, social, academic, economic and environmental challenges.
Comprehensive Statewide Plan for Postsecondary Education 2018 Measuring Accomplishments
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2019-11-19
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,State Universities,State Colleges,Agricultural Colleges,Community Colleges,Educational Attainment,Graduation Rate,High School Graduates,Enrollment,College Graduates,Student Financial Aid,Family Income,Undergraduate Students,Race,Ethnicity,Low Income Students,Educational Finance,State Aid,Student Costs,Debt (Financial),Federal Aid,Research and Development

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the &quot;Comprehensive Plan&quot; that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on Non-Comparative Measures: (1) Public High School Graduates Going Directly to College (2016-2017); (2) Students Completing Adult Basic Education and Continuing into Postsecondary Education (2015-2016); (3) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2012-2016); and (4) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2012-2016).
Dual Credit Report: Student Enrollment, Performance, and Program Effects, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-24
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,College Credits,Program Effectiveness,Academic Achievement,History Instruction,English Instruction,Biology,Science Instruction,Algebra,Mathematics Instruction,Academically Gifted,Racial Differences,Ethnicity,Vocational Education,Predictor Variables,At Risk Students,Dropouts,College Attendance,Enrollment,Two Year Colleges,Special Education,Limited English Speaking,Gender Differences

Dual credit courses are legislated course enrollment options available to ninth- to twelfth-grade students in the State of Texas. The dual credit program provides the opportunity for all high school students, regardless of grade level, to earn college credits while working toward a high school diploma (Houston ISD, 2018). There is no limit to the number of dual credit courses or hours students can take in a single semester or school year (Houston ISD, 2018). Dual credit is offered in several instructional and program arrangements, including international baccalaureate, advanced placement, and articulated postsecondary courses designed for advanced technical credit in the Houston Independent School District (HISD). The purpose of the evaluation was to determine the effect of dual credit enrollment on the academic performance of HISD students using results from the 2019 State of Texas Assessments of Academic Readiness (STAAR) Algebra I, Biology, English I, English II, and U.S. History End-of-Course (EOC) assessments. Scale scores for dual credit and non-dual credit students were subject to treatment effects with regression adjustment to determine dual credit effects. The percentage of dual credit students relative to their non-dual credit peers who met the Approaches Student Standard was provided and disaggregated by key demographic and educational variables. Multiple regression was used to determine key demographic and educational predictors of performance on the STAAR EOCs.
Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2013. Research Report No. 2016-03
Author: Schoen, Robert C.
Date: 2016-12-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Grade 1,Grade 2,Elementary School Students,Mathematics Tests,Mathematics Skills,Student Evaluation,Public Schools,Computation,Word Problems (Mathematics),Mathematics Achievement,Test Construction,Test Validity,Psychometrics,Test Reliability,Standardized Tests,Item Response Theory,Student Characteristics

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 1 and 2 student abilities. The test was administered to 2,373 participating grade 1 and 2 students in 22 schools located in 2 public school districts in Florida during fall 2013. Focused on counting, word problems, and computation, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
Psychometric Report for the Early Fractions Test Administered with Third- and Fourth-Grade Students in Fall 2016. Research Report No. 2017-10
Author: Schoen, Robert C.
Date: 2017-08-00
Type: Reports - Research
Subjects: Mathematics Achievement,Fractions,Mathematics Tests,Grade 3,Grade 4,Elementary School Mathematics,Elementary School Students,Scoring,Test Items,Student Characteristics,Data,Validity,Factor Analysis,Item Response Theory,Test Theory,Difficulty Level

The Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our exploration of options for scoring and data modeling and make recommendations for optimal scoring and data modeling procedures. We also report on the results of data modeling, including analyses of dimensionality, scale reliability estimates, the intraclass correlation coefficient for the 66 schools represented in the sample, and the percentage of the variance in student achievement as measured by the end-of-year mathematics test that is explained by their scores on this beginning-of-year test.
Ecological Rationality and the Cognitive Process Theory of Writing
Author: O'Brien Moran, Michael
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Writing (Composition),Cognitive Processes,Epistemology,Problem Solving,Rhetoric,Difficulty Level

In this paper, I have argued that Flower and Hayes' (1981) Cognitive Process Theory of Writing might be enriched by the insights that derive from Simon's (1969) understanding of artifice as an element of the environment and from Todd and Gigerenzer's (2007) construct of ecological rationality. I have used Simon's parable of the ant to explain the apparent disjunction between a recursive writing process that executes short-term problem-solving strategies serially and the textual product that is characterized by linearity and over-all coherence. Similarly, I have used Todd and Gigerenzer's (2007) construct of ecological rationality to explain how effective writers manage the complex interplay of their changing goals, on one hand, and the demands of an emerging text on the other.
Formative Assessment Collaborative Team (FACT) Meetings: Implementation Guide. Research Report No. 2016-05
Author: Bauduin, Charity
Date: 2016-12-00
Type: Guides - General
Subjects: Formative Evaluation,Teamwork,Teacher Collaboration,Mathematics Instruction,Mathematical Logic,Mathematics Skills,Planning,Meetings,Cooperative Planning,Facilitators (Individuals),Scheduling

Formative Assessment Collaborative Team (FACT) meetings provide educators with a structured time each week to engage in peer collaboration focused on students' mathematical thinking. In these meetings, educators work together to analyze their students' mathematical thinking and make purposeful adaptations to instructional plans based on the insight gained through the process. The FACT meetings use a structured protocol and weekly record-keeping documents to focus the topics of discussions, provide a mechanism for accountability, and promote consistency of the process across teams of teachers.
Classroom Storybook Reading as a Dialogic Speech Event
Author: Leung, Cynthia B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Literacy Education,Story Reading,Books,Teaching Methods,Oral Reading,Kindergarten,Reading Aloud to Others,Language Usage,Social Influences,Cultural Influences,Picture Books,Speech Acts,Discussion (Teaching Technique),Oral Language,Learner Engagement

In this year-long qualitative case study of literacy teaching and learning, we utilized Bakhtin's ideas on speech genres in social contexts as a theoretical base for the analysis of a storybook read-aloud event. We first discuss Bakhtin's theories on language and literature and then apply the theories to a read-aloud activity in a kindergarten class. This classroom event involved the kindergarten teacher reading aloud, and the kindergarten children orally responding spontaneously during the reading. The teacher allowed the voices of the children and echoes of social language to enter into her performance as the class participated in a dialogic relationship.
Reliability, Validity, and Accuracy of the Intervention Selection Profile--Function: a Brief Functional Assessment Tool
Author: Kilgus, Stephen P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Test Reliability,Test Validity,Accuracy,Intervention,Functional Behavioral Assessment,Behavior Problems,Elementary School Teachers,Correlation,Scores,Elementary School Students,Behavior Rating Scales,Attention,Student Behavior

The purpose this study was to evaluate the reliability, validity, and accuracy of scores from the &quot;Intervention Selection Profile--Function (ISP-Function)&quot;: a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the extent to which students exhibited disruptive behavior, as well as the frequency with which disruptions were met with four consequences. Ratings were completed across three 10-minute sessions, during which a research assistant also collected systematic direct observation (SDO) data regarding the same behavior and consequences. Results indicated adequate temporal reliability (=0.70) was attained for the Adult Attention and Peer Attention target across the three ratings; in contrast, up to 8-18 data points would be needed to achieve adequate reliability across the remaining targets. Findings further suggested that while ISP-Function ratings of Disruptive Behavior, Adult Attention, and Peer Attention were moderately to highly correlated with SDO data, correlations were in the low range for the Access to Items/Activities and Escape/Avoidance targets. Finally, analysis of difference scores showed that on average, mean ISP-Function scores fell within only 0.33 to 1.81 points of mean SDO scores (on the 0-10 DBR scale). Agreement coefficients indicative of exact score agreement were less consistent, suggesting accuracy ranged from poor to substantial. Results are promising, but future research is necessary to support applied ISP-Function use. &quot;Impact Statement&quot;: Study results support the continued validation of the &quot;Intervention Selection Profile--Function,&quot; with findings speaking to the reliability, validity, and accuracy of three of five scales within the tool. The availability of such tools enhances the likelihood of schools collecting functional assessment data to inform the implementation of Tier 2 interventions. [This paper was published in &quot;School Psychology&quot; (EJ1227784).]