ethanporcaro/eric-fulltext-meta huggingface dataset:
Curricular Policy as a Collective Effects Problem: A Distributional Approach
Author: Penner, Andrew M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Grade 8,Mathematics Achievement,Curriculum Development,Course Selection (Students),Middle School Mathematics,Middle School Students,School Districts,Prior Learning,Grade 10

Current educational policies in the United States attempt to boost student achievement and promote equality by intensifying the curriculum and exposing students to more advanced coursework. This paper investigates the relationship between one such effort -- California's push to enroll all 8th grade students in Algebra -- and the distribution of student achievement. We suggest that this effort is an instance of a &quot;collective effects&quot; problem, where the population-level effects of a policy are different from its effects at the individual level. In such contexts, we argue that it is important to consider broader population effects as well as the difference between &quot;treated&quot; and &quot;untreated&quot; individuals. To do so, we present differences in inverse propensity score weighted distributions to investigate how this curricular policy changed the distribution of student achievement more broadly. We find that California's attempt to intensify the curriculum did not raise test scores at the bottom of the distribution, but did lower scores at the top of the distribution. These results highlight the efficacy of inverse propensity score weighting approaches for estimating collective effects, and provide a cautionary tale for curricular intensification efforts and other policies with collective effects. [This paper was published in &quot;Teachers College Record&quot; v116 n8 2014. The journal article is titled &quot;Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula&quot; (EJ1033684).]
Digital Education Policies in Italy: A Recognition on the Actions Realized
Author: Fornasari, Alberto
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Educational Policy,Educational Innovation,Computer Literacy

This article covers in its first part the digital educational policies elaborated in Italy as part of the plan known as &quot;Piano Nazionale Scuola Digitale&quot; (PNSD). This plan constitutes in fact the orientation document issued by the &quot;Ministero dell'Istruzione, dell'Università e della Ricerca&quot; (MIUR) for the introduction of a comprehensive strategy of innovation for Italian schools, and a new placement of its educational system in the digital age. In the second part of the article, we report the data (extracted by &quot;Osservatorio Tecnologico&quot; of MIUR) concerning the condition of the digital school in Italy, through a survey of the actions undertaken and the criticalities encountered, deepening the theme of digital skills and media education. [For the complete proceedings, see ED601080.]
High School Benchmarks 2019: National College Progression Rates
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
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 seventh 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 education 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. As a result, these statistics provide the most relevant benchmarks that secondary education practitioners can use to evaluate and monitor progress in assisting students to make the transition from high school to college. Second, these outcomes were disaggregated by several high school characteristics, which include: income level, minority enrollment, and locale. This was done to ensure that the postsecondary outcomes provided can be relevant to the specific needs and characteristics of the different types of high schools. Finally, in addition to providing the most recent benchmarking figures for high schools, the enrollment, persistence, and completion data are more complete than other data sources because it covers all postsecondary enrollments. Specifically, National Student Clearinghouse data captures all patterns of enrollment and completion, regardless of which postsecondary institution that students attend (e.g., out of state, private, public, or for-profit institutions) and regardless of transfers. 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, 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. The report provides college enrollment, persistence, and completion outcomes for public non-charter; public charter; and private high school graduates. [For the 2018 report, see ED595311.]
First-Year Persistence and Retention for Fall 2017 Cohort. Snapshot™ Report, Summer 2019
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,School Holding Power,Full Time Students,Part Time Students,Race,Ethnicity,Age,Public Colleges,Community Colleges,Private Colleges,Proprietary Schools,Majors (Students),Bachelors Degrees,Associate Degrees,Educational Certificates,Undergraduate Students,College Freshmen

Among all students who enrolled in college for the first time in fall 2017, 73.8 percent persisted at any U.S. institution in fall 2018, while 61.7 percent were retained at their starting institution. This brief report presents the following statistics on first-year persistence and retention for the Fall 2017 Cohort: (1) First-Year Persistence and Retention by Starting Enrollment Intensity, All Institutions, 2009-2017; (2) First-Year Persistence and Retention by Race and Ethnicity All Institutions, Fall 2017 Entering Cohort; (3) First-Year Persistence and Retention by Age at College Entry All Institutions, 2009-2017; (4) First-Year Persistence and Retention for Students Who Started College in Four-Year Public Institutions, 2009-2017; (5) First-Year Persistence and Retention by Race and Ethnicity Four-Year Public Institutions, Fall 2017 Entering Cohort; (6) First-Year Persistence and Retention for Students Who Started College in Two-Year Public Institutions, 2009-2017; (7) First-Year Persistence and Retention by Race and Ethnicity Two-Year Public Institutions, Fall 2017 Entering Cohort; (8) First-Year Persistence and Retention for Students Who Started College in Four-Year Private Nonprofit Institutions, 2009-2017; (9) First-Year Persistence and Retention by Race and Ethnicity Four-Year Private Nonprofit Institutions, Fall 2017 Entering Cohort; (10) First-Year Persistence and Retention for Students Who Started College in Four-Year Private For-Profit Institutions, 2010-2017; (11) First-Year Persistence and Retention for Top Five Popular Majors, Bachelor's Degree Programs, Fall 2017 Entering Cohort; (12) First-Year Persistence and Retention for Top Five Popular Majors, Associate Degree Programs, Fall 2017 Entering Cohort; and (13) First-Year Persistence and Retention for Top Five Popular Majors, Undergraduate Certificate Programs, Fall 2017 Entering Cohort. Definitions and notes on cohort selection are included.
A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender &amp; Queer Students in Latin America. A Report from the GLSEN Research Institute
Author: Kosciw, Joseph G.
Date: 2019-00-00
Type: Reports - Research
Subjects: LGBTQ People,Educational Environment,Foreign Countries,School Safety,Student Experience,Language Usage,Social Bias,Antisocial Behavior,Well Being,Outcomes of Education,Educational Resources,Social Support Groups,School Personnel,School Policy,Bullying,Secondary School Students,Differences,Behavior Standards,Social Behavior,Legislation,Cultural Differences

&quot;A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender, &amp; Queer (LGBTQ) Students in Latin America&quot; explores the school experiences of LGBTQ students in seven countries across Latin America: Argentina, Brazil, Chile, Colombia, Mexico, Peru, Uruguay. This report was created in partnership with Todo Mejora, a Chilean-based non-governmental organization (NGO) dedicated to the well-being of children and adolescents who experience bullying or suicidal behavior due to discrimination based on their sexual orientation, gender identity, or gender expression. In 2016, GLSEN and Todo Mejora worked with eleven other NGOs in Latin America to conduct national research on the experiences of LGBTQ secondary school students in seven countries across the region: Argentina, Brazil, Chile, Colombia, Mexico, Peru, and Uruguay. A Global School Climate Crisis draws from these seven studies to compare school climate for LGBTQ youth across Latin America. This report explores: (1) Hearing biased language from both students and educators; (2) Experiences of harassment and assault; (3) Effects of hostile school experiences on educational outcomes and psychological well-being; (4) The availability and utility of supportive school resources; and (5) Similarities and differences in student experiences across countries. This report also considers differences in culture, language, social norms, and national legislation that may influence LGBTQ student experiences. [This report was written in partnership with Todo Mejora.]
Investigating Teachers&apos; Pedagogical Practices and Beliefs Regarding Developing Creative Thinking in Elementary School Students
Author: Sun, Yufeng
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Teacher Attitudes,Creative Thinking,Elementary School Students,Elementary School Teachers,Robotics,Outcomes of Education,Foreign Countries

Teachers' pedagogical practices and beliefs as they pertain to learning through robotics is becoming increasingly important in education. However, these topics have received little scholarly attention. This study aimed to investigate teachers' pedagogical practices and beliefs regarding developing elementary-school students' creative thinking through robotics. Eleven elementary school teachers participated in this study. We used semi-structured interviews to collect data. A qualitative analysis of teacher interviews revealed that many teachers viewed themselves as facilitators in their class, prioritized the development of students' higher-level abilities, and placed their own emphasis on learning outcomes. This study has implications for teachers and researchers interested in helping students develop their higher-order competencies. [For the complete proceedings, see ED601080.]
Understanding and Addressing the Effect of Digital Games on Cognitive Development in Middle Childhood. Social Policy Report Brief. Volume 32, Number 1
Author: Wartella, Ellen, Ed.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Children,Preadolescents,Video Games,Computer Oriented Programs,Technology Uses in Education,Educational Technology,Design,Child Development,Cognitive Development,Adolescents,Television Viewing,Public Policy,Educational Finance,Standards,State Policy

The effects of using interactive media have been well studied among young children and adolescents but remain understudied for middle childhood (ages 6-12 years). Children and youth of this age comprise much of the pre-adult population that uses digital games and apps. The Every Student Succeeds Act says that states must give students access to technology and use evidence-based methods of incorporating technology into curricula and instruction, but does not speak to digital games directly. Research on digital games in middle childhood can inform the design of games that teach tech-savvy skills and promote cognitive development. This brief provides background on this topic, highlights what the research says, and discusses the implications for policy and practice. [This brief summarizes the longer report, &quot;Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1&quot; (ED595446).]
Expanding Tech Apprenticeships in New York City
Author: Messina, Judith
Date: 2019-12-00
Type: Reports - Research
Subjects: Apprenticeships,Building Trades,Manufacturing Industry,Career Development,Disproportionate Representation,African Americans,Hispanic Americans,Females,Demand Occupations,Educational Opportunities,Educational Benefits,Labor Force Development,Models,Barriers,Partnerships in Education

New York City is home to nearly 100 apprenticeship programs today, but the vast majority of them--93 percent--are in the building trades and manufacturing. As the demand for tech talent surges, the city has an enormous opportunity to leverage this powerful training model to expand pathways into technology careers. Arguably the most powerful tool for connecting people with limited technical skills and formal education to the training needed to succeed on the job, apprenticeship is ideally suited to New York City's growing tech workforce. The sector is growing faster and creating more good jobs than any other part of New York City's economy, adding more than 46,000 well-paying jobs over the past decade. Meanwhile, both tech companies and non-tech employers face large and growing tech talent needs, including a more stable pipeline of entry-level workers for middle-skills jobs. But even as the demand for tech talent grows, Black and Latinx New Yorkers as well as women remain significantly underrepresented in tech occupations. Tech apprenticeships present an important opportunity to change that, providing a proven model for launching underrepresented talent into successful careers. There are understandable reasons why relatively few tech apprenticeships have gotten off the ground--from limited awareness of the model among tech employers and skepticism that a cumbersome state registration process can adapt to a fast-changing sector to concerns that the city's large number of smaller start-ups lack the bandwidth to expand from core human resources (HR) duties into apprenticeship development. But as detailed in this report, it is eminently possible to overcome these barriers and significantly expand tech apprenticeships in New York. Doing so will require support from city and state economic development officials as well as leadership from the city's tech employers. This report lays out several steps to realize the promise of tech apprenticeships in New York. [This report was made possible through support from Barclays.]
Effects of Online Technology Based Scaffolding on Asynchronous Learning Performance of Students
Author: Jena, Ananta Kumar
Date: 2019-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Educational Technology,Computer Mediated Communication,Asynchronous Communication,Scaffolding (Teaching Technique),Self Efficacy,Academic Persistence,Foreign Countries,Academic Achievement,Instructional Effectiveness,Secondary School Students,Experimental Groups,Control Groups,Conventional Instruction,Computer Assisted Instruction

Instructional Scaffolding is a learning process designed to promote a deeper level of learning and asynchronous learning involves learning via e-mails, blogs etc. The study was conducted in the urban area of Assam, India aimed to find out the effects of Online Technology Based Scaffolding (OTBS)on the asynchronous learning performance in relations to self-efficacy and persistence of school students. Non Equivalent Quasi Experimental Design used to conduct the experiment where pre test and post test used to assess the learning performance over traditional approach. Class VIII students (N = 40) of 'School 1' was counted as the non scaffolding group and 35 students of class VIII of 'School 2' was assigned for the Scaffolding group. It was resulted that 1) the effects of online technology based scaffolding was statistically significant over traditional approach, 2) misinformed factor of self-efficacy was comparatively lower in scaffolding group than the traditional group, and 3) the mean score of current purpose perusing factor of persistence found higher among the participants of the scaffolding group than the participants of the traditional group because of the influence of scaffolding learning.
The Southern Education Foundation&apos;s Public Policy Priorities
Author: Southern Education Foundation
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Public Policy,Educational Policy,State Policy,Equal Education,Educational Quality,Educational Improvement,Minority Group Students,Low Income Students,African American Students,Educational Change,Governance,Educational Finance,School Choice

For over 150 years, the Southern Education Foundation (SEF) has been committed to developing and advocating for high-quality school systems for students of color and low-income students throughout the South. Policymakers, including those both elected or appointed to critical state and local positions, maintain tremendous influence over the quality of state education systems. Specifically, state lawmakers, board members, and superintendents develop budgets, select school improvement strategies, identify curriculums, as well as set the overall strategy of the state for education in their respective roles. As such, Southern Education Foundation (SEF), supported by its community partners and district leaders, has offered a slate of federal, state, and local recommendations that aim to improve the education quality for Black, Brown, and low-income students in the southern region. SEF has outlined four key issue areas (Education Reform, School Governance, School Finance, and School Choice) and developed the accompanying policy recommendations herein for state and federal lawmakers to adopt, as well as for grassroots advocates to support. The hope is that this living document serves as a guidepost to advancing research-based SEF education policy in the South.
Using Physical Logic Gates to Teach Digital Logic to Novice Computing Students
Author: Tan, Wee Lum
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Logical Thinking,Computer Science Education,Introductory Courses,Correlation,Academic Persistence,Undergraduate Students,Learner Engagement,Student Attitudes,Abstract Reasoning,Course Descriptions,Teaching Methods

One of the challenges that commencing university students in computing degree programs face is the difficulty in engaging with the abstract and complicated theories in the computing discipline. In particular, it is hard for beginner computer architecture students to visualise the link between the theory of digital logic and the behaviour of the digital circuitry. Studies have shown that improving disciplinary engagement can lead to lower student attrition rates. We aim to increase student engagement in an introductory computer architecture course by employing oversized physical logic gates in the form of logic blocks in several digital logic experiments. Using these digital logic blocks students will be able to physically interact with the circuitry and observe the outcomes of their solutions directly. Student survey results indicate that using the physical logic blocks was helpful to beginner computing students in gaining a better understanding of digital logic and digital circuits. The use of physical logic blocks was also helpful in transitioning to a more abstract digital logic drawing environment later in the course for building more advanced digital circuits. [For the complete proceedings, see ED601080.]
Implementing Evidence-Based Programs to Support College Success. Issue Focus
Author: MDRC
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Evidence Based Practice,Two Year College Students,Community Colleges,At Risk Students,Low Income Students,Minority Group Students,Success,Coaching (Performance),Student Financial Aid,Incentives,Full Time Students,Information Management,Management Information Systems,Graduation Rate

MDRC's Scaling Up Community College Efforts for Student Success (SUCCESS) aims to increase graduation rates for low-income students and students of color by partnering with states and colleges to implement large-scale, financially sustainable support programs based on strong evidence. SUCCESS combines components that have been proven to help students succeed in college into a single, integrated program that lasts for three years: (1) Coaching; (2) Financial Incentives; (3) Strong Messages Related to Full-Time Enrollment; and (4) A Robust Management Information System. Underlying the program model is a commitment from state postsecondary leaders and colleges to build programs that are financially sustainable and that can be expanded to large numbers of students and colleges, realized in part by aligning programs with statewide initiatives and using existing financial resources to reduce costs. This brief describes the program and how MDRC will evaluate it.
Characterizing the Dynamics and Tensions in the Social Practices of Low-Achieving Students in a Knowledge-Building Environment
Author: Yang, Yuqin
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Low Achievement,Knowledge Level,Video Technology,Student Attitudes,Skill Development,Systems Approach,Learning Processes,Learning Activities,Metacognition,Grade 9,Secondary School Students,Foreign Countries,Art Appreciation,Student Centered Learning,Self Concept

The study used activity systems analysis to characterize the processes, dynamics, and tensions in the social practices developed by a class of academic low-achievers in a knowledge-building environment augmented by analytics-supported reflective assessment. A class of 37 Grade 9 low-achievers and an experienced teacher participated this study. Classroom data sources including classroom videos and observations, student artifacts, student interviews, and videos of reflective-assessment sessions were collected and analyzed. The findings indicated that staging tasks, frequent and opportunistic knowledge-building talks, the framing of discourse improvement as collective responsibility, and the acquisition of new skills and interests served as new tools mediating the students' activities. Our findings have important implications for the design of technology-rich environments as metacognitive tools to support low achievers. [For the complete proceedings, see ED601080.]