ethanporcaro/eric-fulltext-meta huggingface dataset:
Maternal Employment, Community Contexts, and the Child Care Arrangements of Diverse Groups
Author: Ackert, Elizabeth
Date: 2018-05-23
Type: Reports - Research
Subjects: Mothers,Employed Parents,Children,Child Care,Supply and Demand,Mexican Americans,African Americans,Whites,Early Childhood Education,Racial Differences,Ethnicity,Parent Role,Employment Level

Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the Census, this study examined associations among maternal employment, aspects of communities related to child care supply and demand, and the early care and education arrangements of 4-year-olds in Mexican-origin, black, and white families. Children with employed mothers were more likely to be in informal care arrangements than in early childhood education, regardless of racial/ethnic background. For children in Mexican-origin families, selection into informal care over early childhood education was more likely in zip codes with greater demand for care as measured by higher female employment. Utilization of parent care versus early childhood education was also more likely for children in Mexican-origin and black families in zip codes with higher female employment. Constraints associated with maternal employment thus hindered children from enrolling in early childhood education, and community contexts posed challenges for some groups. [This article was published in &quot;Journal of Marriage and Family&quot; May 2018.]
Neighborhood Experiences of Immigrant Families with Young Children in the United States
Author: Shuey, Elizabeth A.
Date: 2018-04-27
Type: Reports - Research
Subjects: Neighborhoods,Immigrants,Young Children,Low Income Groups,Mothers,Crime,Safety,Community Resources,Ethnic Diversity,Puerto Ricans,Mexican Americans,Child Care,Hispanic Americans,Environmental Influences

Neighborhoods constitute a microsystem theorized to be of great importance for immigrant families, with the potential to support and facilitate families' transitions to life in the United States. Yet, few studies examine immigrants' perceptions of their neighborhoods and the extent to which different aspects of these neighborhoods, such as safety or social cohesion, may shape the ways in which immigrant families interact with other microsystems in which they are embedded. This chapter uses longitudinal, ethnographic data to explore the ways in which neighborhoods matter for the child care choices of low-income immigrant mothers. In considering the mesosystem linkages between neighborhoods and child care, several themes emerge: Mothers discussed concerns about crime and safety, availability of neighborhood resources, and the meaning of living in co-ethnic compared with predominantly European American or more diverse communities. The bioecological model is used throughout the chapter to guide our understanding of the experiences of immigrant families with young children in the United States. [To appear in H. Chu &amp; B. Thelamour (Eds.), &quot;Navigating Systems.&quot; New York: Springer.]
The Consequences of Principal and Teacher Turnover for School Social Resources
Author: Hanselman, Paul
Date: 2016-00-00
Type: Reports - Research
Subjects: Principals,Labor Turnover,Teacher Role,Administrator Role,Elementary Schools,Instructional Leadership,Social Capital,Interpersonal Relationship,Grade 4,Grade 5,Work Environment,Elementary School Teachers

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability &quot;resets&quot; the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability. [This work is published in: &quot;Family Environments, School Resources, and Educational Outcomes.&quot; Vol. 19, &quot;Research in the Sociology of Education,&quot; pp. 49-89. Emerald Group Publishing Limited.]
What Women Want: A Blueprint for Change in Business Education
Author: Graduate Management Admission Council (GMAC)
Date: 2017-00-00
Type: Reports - Research
Subjects: Females,Graduate Students,Business Administration Education,Management Development,College Admission,Gender Differences,Masters Programs,Student Motivation,Educational Finance,Student Interests,College Applicants,Educational Change

This white paper shares insights about women's motivations to pursue graduate management education (GME), their approach to the application journey, and the biggest challenges they face along the way. These insights are examined in the context of the Graduate Management Admission Council's (GMAC's) recent global GME candidate segmentation study along with other GMAC® survey research and admissions testing data. This analysis provides a rich source of market intelligence that business schools can use to create a new value proposition for women and make progress toward gender parity in the classroom, especially in their full-time MBA programs.
An Investigation of Preschoolers&apos; Perceptions about Science and Mathematics through Metaphors
Author: Emen, Meltem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Figurative Language,Foreign Countries,Preschool Education,Mathematics,Sciences,Student Attitudes

Mathematics and science are important concepts that children's encounter in both daily and educational life. Early childhood is the time in which the first ideas of the mathematics and science developed. In this study, we investigated children's perceptions about mathematics and science through metaphors in terms of being able to provide rich information. This study was qualitative research in the form of phenomenological. Participants consisted of 88 children from five and six years old groups. As a data collection tool, we used a semi-structured interview form. As a result of the analysis, we found out that there were five positive and one negative category about mathematics. The category that was used most commonly about mathematics was &quot;mathematics as a part of education&quot;. On the other hand, all of the metaphors about science were in the positive category. Metaphors about science were grouped under four categories. The category that included the highest number of metaphors was &quot;science that involves phenomena and creatures in nature&quot;. In conclusion, children's metaphors about mathematics included elements such as &quot;homework, line, and course&quot;, while the metaphors about science included elements such as &quot;nature, curiosity, and research&quot;. [This article has been presented EJER Congress Antalya, Turkey, 2018.]
The Effect of a Subjective Well-Being Intervention Program on Happiness
Author: Malkoç, Asude
Date: 2018-00-00
Type: Journal Articles
Subjects: Well Being,Psychological Patterns,Intervention,Control Groups,Experimental Groups,College Students,Counselor Training,Personality Measures,Foreign Countries,Program Effectiveness

This study sets out to explore the effect of a subjective well-being intervention program on university students' subjective levels of well-being. The study was conducted with 24 university students (18 women and 6 men) aged between 17 and 23 (X= 18.75), studying in a class called Psychological Counseling and Guidance at the Atatürk Faculty of Education, Marmara University, Istanbul. The data-collecting instruments were &quot;Subjective Well-Being Scale&quot; and &quot;NEO Five-Factor Personality Inventory (NEO-FFI)&quot;. Students in the experimental group joined a &quot;subjective well-being intervention program&quot; developed by the researcher. Students in the control group did not receive any experimental treatment. The &quot;Mann-Whitney U test&quot; and the &quot;Wilcoxon signed-rank test&quot; were used for data analyses. The findings showed that the subjective well-being intervention program was effective in increasing students' levels of subjective well-being. The follow-up test, carried out three months later, indicated that the effect of the program was permanent.
A Comparison of Heritage Learners and L2 Learners of Spanish: A Study on Compliment Sequences in the Classroom
Author: Bachelor, Jeremy W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Spanish,Control Groups,Experimental Groups,Teaching Methods,Interpersonal Competence,Heritage Education,Native Speakers,Comparative Analysis,Pretests Posttests,Intervention,Multiple Choice Tests,Language Tests,Undergraduate Students

The present study sought to evaluate the pragmatic competence of heritage learners of Spanish in regard to compliment sequences and the impact that pragmatic lessons would have on these students. To this end, pre and post tests to assess pragmatic recognition in regard to Spanish compliments were designed by the researchers and completed by the participants before and after a series of pragmatic interventions. Control and experimental groups were established in order to evaluate other potential variables involved. Additionally, the same lessons were implemented in two beginner L2 Spanish groups (one control and one experimental) as to determine whether or not the lessons were more suited for this demographic of students. Preliminary data suggest that the heritage groups of students already have high pragmatic competence in regard to compliments and that lessons do not have an impact on this type of learner. On the other hand, the beginner L2 Spanish students greatly benefited from the interventions and experienced statistically significant growth in the experimental group. The effect size was also calculated and found that the interventions had little to no impact on the heritage experimental group and a very large impact on the L2 experimental group. The conclusions of the study suggest that it may not be necessary to teach pragmatic norms to heritage language learners. Design, lessons, pedagogical interventions, and recommendations for future study are included.
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Author: Morgan, Paul L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Achievement Gap,Regression (Statistics),Science Education,Data Analysis,Socioeconomic Status,Grade 3,Grade 5,Grade 8,Middle School Students,Elementary School Science,Elementary School Students,Kindergarten,Grade 1,Academic Achievement,Longitudinal Studies,Surveys,Children,Predictor Variables

We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children's science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study's many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade. [This article was published in &quot;Educational Researcher&quot; (EJ1091880).]
Raising the Bar for College Admission: North Carolina&apos;s Increase in Minimum Math Course Requirements. Working Paper 163
Author: Clotfelter, Charles
Date: 2016-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Required Courses,College Admission,High School Students,Secondary School Mathematics,State Standards,Enrollment,College Applicants,Student Behavior,State Policy,College Students,Academic Achievement,Correlation

In April 2000 the state of North Carolina announced an increase in the minimum number of math courses students would need to take to be considered for admission as undergraduates to any of the University of North Carolina's 15 four-year branch campuses. Previously, students had been required to take at least three math courses in high school to be eligible for admission. The new standard required at least four math courses and applied to all students graduating from high school in the 2005-06 school year or after. The state justified this increase in required math preparation by arguing that it would improve college completion rates. The purpose of this paper is to assess the effects of this increase in the mandated minimum number of math courses. This assessment entails two separate questions: (1) Did the policy affect actual course-taking among high school students; and (2) Did any such changes in high school course-taking, together with the threat of being denied admission, affect college enrollment patterns or students' choices or performance once enrolled. The study extends the existing literature in three ways. First, it sheds light on how a policy change at the university level affects the behavior of students in high school. Second, it extends the literature on the effects of math taking in high school to college enrollment and college success. Third it makes a methodological contribution by its close attention to the estimation of causal relationships that leverage the plausibly exogenous variation that arises as a result of the policy change.
A Leg Up or a Boot Out?: Student Achievement and Mobility under School Restructuring. Working Paper 78
Author: Özek, Umut
Date: 2012-06-00
Type: Reports - Research
Subjects: Academic Achievement,School Closing,Low Achievement,Public Schools,Elementary Schools,Middle Schools,School Restructuring,Student Mobility,Elementary School Students,Middle School Students

School closures are increasingly common among U.S. public schools, driven by both budgetary constraints and accountability pressures to turnaround low-performing schools. This paper contributes to the nascent literature on school closures by evaluating student achievement and mobility outcomes in a large-scale restructuring effort in Washington, D.C. in which 32 elementary and middle school campuses were closed or consolidated in the summer of 2008. Using longitudinal data, we investigate how student outcomes change in relation to this initiative with an instrumental variables strategy that counters the endogeneity of student assignment across schools before and after the restructuring occurred. The results show that the academic performance of students directly affected by the school restructuring experienced a temporary decline, but it rebounded by the second school year after restructuring occurred. Additionally, we find no evidence of closure adversely inducing further mobility among affected students.
The Effects of Texas&apos;s Targeted Pre-Kindergarten Program on Academic Performance. Working Paper 84
Author: Andrews, Rodney J.
Date: 2012-11-00
Type: Reports - Research
Subjects: Preschool Education,Academic Achievement,State Programs,Mathematics Achievement,Reading Achievement,Achievement Tests,Grade Repetition,Special Education,Program Effectiveness

There has been a resurgence in research that investigates the efficacy of early investments as a means of reducing gaps in academic performance. However, the strongest evidence for these effects comes from experimental evaluations of small, highly enriched programs. We add to this literature by assessing the extent to which a large-scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services. We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services. We also find that participating pre-K increases mathematics scores for students who take the Spanish version of the TAAS tests. These results show that even modest, public pre-K program implemented at scale can have important effects on students' educational achievement.
Investigating the Role of Human Resources in School Turnaround: A Decomposition of Improving Schools in Two States. Working Paper 89
Author: Hansen, Michael
Date: 2013-02-00
Type: Reports - Research
Subjects: School Turnaround,Human Resources,Educational Improvement,Disadvantaged Schools,Elementary School Teachers,Middle School Teachers,Principals,Labor Force Development,Human Capital,Productivity,Faculty Mobility,Elementary Schools,Middle Schools,Achievement Tests,Standardized Tests,State Standards

Using longitudinal data on spanning the 2002-03 through 2007-08 school years in Florida and North Carolina, this paper decomposes the workforce dynamics among teachers and principals in low-performing schools that significantly improved their performance. In general, I find strong, consistent evidence of human capital development (i.e., improvements in the productivity of the teachers and principals already in the school) accounting for the increased performance in turnaround schools. These findings are robust to the inclusion of school random effects, alternative categorizations of both teachers and turnaround schools, and are observed across elementary and middle school samples in both states. There is also general evidence of productive incoming teachers helping to improve these turnaround schools, but little evidence to support negative attrition specific to these schools played a role. These findings are important as they document large improvements in the joint productivity of teachers in low-performing schools, a finding which is out of step with current federal efforts to improve schools that implicitly assume teacher productivity is essentially fixed over time. [The research presented here was originally performed under contract with the Institute of Education Sciences. The study team was led by American Institutes for Research, with the Urban Institute, Decision Information Resources, and Policy Studies Associates.]
Which Plan to Choose? The Determinants of Pension System Choice for Public School Teachers. Working Paper 111
Author: Goldhaber, Dan
Date: 2014-01-00
Type: Reports - Research
Subjects: Retirement Benefits,Public School Teachers,Preferences,Selection,Incentives,Risk,Teacher Effectiveness,Teacher Characteristics,Elementary Secondary Education

This paper studies the pension preferences of Washington State public school teachers by examining two periods of time during which teachers were able to choose between enrolling in a traditional defined benefit plan and a hybrid plan with defined benefit and defined contribution components. Our findings suggest that a large share of teachers are willing to transfer from a traditional DB plan to a hybrid pension plan, and that the probability that a teacher will choose to transfer is related to financial incentives and factors related to risk preferences. There is evidence that more effective teachers are more likely to enroll in the hybrid pension plan, suggesting that states could reduce the financial risk associated with strict defined benefit pension systems without sacrificing the desirability of pension plans to employees.
Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. Working Paper 90
Author: Atteberry, Allison
Date: 2013-02-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Beginning Teachers,Predictor Variables,Value Added Models,Student Records,Teacher Competencies,Prediction,Elementary School Teachers

There is increasing agreement among researchers and policymakers that teachers vary widely in their ability to improve student achievement, and the difference between effective and ineffective teachers has substantial effects on standardized test outcomes as well as later life outcomes. However, there is not similar agreement about how to improve teacher effectiveness. Several research studies confirm that on average novice teachers show remarkable improvement in effectiveness over the first five years of their careers. In this paper we employ rich data from New York City to explore the variation among teachers in early career returns to experience. Our goal is to better understand the extent to which measures of teacher effectiveness during the first two years reliably predicts future performance. Our findings suggest that early career returns to experience may provide useful insights regarding future performance and offer opportunities to better understand how to improve teacher effectiveness. We present evidence not only about the predictive power of early value-added scores, but also on the limitations and imprecision of those predictions.
Environmental Health at School: New Solutions Put Children First. National Conference (Washington, D.C., June 6-7, 2016)
Author: de Ribeaux, Mary Beth
Date: 2016-06-00
Type: Collected Works - Proceedings
Subjects: Educational Environment,Risk,Health Promotion,Child Health,Early Childhood Education,Elementary Secondary Education,Public Health,Pollution,Hazardous Materials,Educational Facilities,Student Rights

The purpose of the National Conference was for attendees to: (1) Review research and policy recommendations and goals identified at the November 2015 &quot;Environmental Health at School: Ignored Too Long&quot; panel and facilitated workshop; (2) Hear about risks and exposures at schools and their impact on children; (3) Understand the Centers for Disease Control and Prevention (CDC) and U.S. Environmental Protection Agency (EPA) perspectives on the urgency of action and their roles in children's environmental health protection in school and child-care environments; (4) Hear about state and regional perspectives on actions underway and opportunities to address environmental health of children in school; and (5) Discuss approaches and develop a collaborative plan of action to advance the following research and policy recommendations and goals related to the environmental health of children in schools and child-care facilities: (a) Establishing a National Healthy Children, Healthy Schools Commission; (b) Conducting research and pilot studies of proposed prevention, intervention, and tracking programs; (c) Identifying legislative and regulatory challenges; (d) Commissioning high-level reports to review existing information on children's environmental health in schools and providing recommendations on actions; and (e) Responding to civil rights and disability rights issues children and their families face in child-care facilities and P-12 schools. This report presents an overview of the conference.