ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Research and Evaluation to Support Programs That Promote Parents&apos; Economic Security and Children&apos;s Well-Being. OPRE Report 2018-04
Author: Ross, Christine
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Well Being,Family Programs,Family Income,Children,Child Development,Low Income Groups,Program Development,Program Evaluation,Program Improvement,Data Collection,Data Analysis,Logical Thinking,Models,Stakeholders,Research,Agency Cooperation,Social Services,Child Welfare,Early Intervention

The &quot;Integrated Approaches to Supporting Child Development and Improving Family Economic Security&quot; project was conducted by Mathematica Policy Research and Northwestern University for the Office of Planning, Research and Evaluation (OPRE), in the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services. It focused particularly on programs whose goals are both to improve the economic security of families and to support the development and well-being of children. This brief describes a continuum of research and evaluation approaches that could help program leaders and staff create more robust programs offering coordinated services to low-income parents and their children. The brief can also help program funders plan descriptive research and evaluation that can inform program development and identify which programs are ready for an assessment of impacts. The brief first discusses how to build a foundation for data-informed program improvement, including how to use program data to assess whether the program is working as its leaders and staff envision. Then, it discusses how research partners can be helpful in supporting program development based on analysis of program data. Programs that have engaged in data-informed program improvement may be ready to participate in an impact evaluation, so the final section presents criteria to help program leaders and funders assess the readiness of a program for an impact evaluation.
The Costs of Mentorship? Exploring Student Teaching Placements and Their Impact on Student Achievement. Working Paper 187
Author: Goldhaber, Dan
Date: 2018-03-00
Type: Reports - Research
Subjects: Mentors,Student Placement,Student Teaching,Teacher Education Programs,Cooperating Teachers,Teacher Characteristics,Student Characteristics,Academic Achievement,Teacher Competencies,Program Effectiveness,Statistical Analysis,Elementary Secondary Education,Predictor Variables

We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (&quot;cooperating teachers&quot; or CTs) and the schools in which student teaching occurs. All else equal, teachers with more experience and higher degree levels are more likely to host student teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. Teacher candidates are also more likely to work with CTs of the same gender and race, and are more likely to be placed with CTs and in schools with administrators who graduated from the candidate's TEP. We then assess the impact of these placements on student achievement in the classrooms in which student teaching occurs, and find that a teacher's students perform only slightly worse in math and not significantly better or worse in English Language Arts, all else equal, in years in which the teacher hosts a student teacher than in other years. The negative effect in math is driven by CTs in the lowest quartile of value added, suggesting that more effective CTs can mitigate the impact of hosting a student teacher on student performance.
High School Course Access and Postsecondary STEM Enrollment and Attainment. Working Paper 186
Author: Darolia, Rajeev
Date: 2018-02-00
Type: Reports - Research
Subjects: Mathematics Instruction,Science Instruction,STEM Education,High School Students,College Attendance,Academic Degrees,Educational Attainment,Public Colleges,College Students,Course Selection (Students),Access to Education,Student Records,Courses,Equations (Mathematics),Statistical Analysis

We study the effects of access to high school math and science courses on postsecondary STEM enrollment and degree attainment using administrative microdata from Missouri. Our data panel includes over 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.
Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement. Working Paper 190
Author: Backes, Ben
Date: 2018-04-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Academic Achievement,Standardized Tests,Achievement Tests,Longitudinal Studies,Test Format,Comparative Analysis,Mathematics,Language Arts,Common Core State Standards,Public Schools,Elementary Secondary Education,Regression (Statistics),Scores,Statistical Analysis

Nearly two dozen states now administer online exams. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the fact that the state administers the same exam (PARCC) in online and offline formats each year during the transitional period. We find mode effects of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA). Our preferred estimates of the effects of online testing in the second year of administration suggest that mode effects for second-time test takers were about one third as large as the first year in math and about half as large in ELA. There is little evidence of systematic variation in mode effects by student demographic groups, although on ELA tests they are larger for students scoring at the bottom of the achievement distribution.
Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. Working Paper 188
Author: Goldhaber, Dan
Date: 2018-03-00
Type: Reports - Research
Subjects: Accountability,Teacher Education Programs,Intervention,Teacher Effectiveness,Teacher Evaluation,Tables (Data),Scoring,Experimental Groups,Control Groups,Elementary Education,Preservice Teachers,Preservice Teacher Education,Enrollment,Regression (Statistics),Grade Point Average,Undergraduate Study,Graduate Study,Scores,College Entrance Examinations,Statistical Analysis

In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public, highly-visible ratings of teacher education programs as part of their ambitious and controversial Teacher Prep Review. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ's rating effort. In fact, treated programs had lower ratings than the control group in 2016.
Understanding American Indian and Alaska Native Early Childhood Needs: The Potential of Existing Data. OPRE Report 2017-44
Author: Malone, Lizabeth
Date: 2017-05-00
Type: Reports - Research
Subjects: American Indians,Alaska Natives,Early Childhood Education,Needs Assessment,Early Intervention,National Surveys,Young Children,Educational Policy,Preschool Education,At Risk Students,Data Analysis,Information Sources,Childhood Needs,Educational Needs

This report describes preliminary work in support of an early childhood needs assessment for American Indian and Alaska Native (AI/AN) children prenatal to age five. The report presents the process and findings from implementing Design One--describing the population of AI/AN children and families and their participation in early childhood services based on &quot;existing data sources&quot;--with a set of national survey and Administration for Children and Families (ACF) administrative data sources. Implementation of Design One followed three steps: (1) a review of six data sources to identify data elements addressing the key indicators; (2) a review of published information from the four of those data sources for which published information was available; and (3) secondary analysis of two of the data sources. Findings from the report include: (1) The selected data sources have the potential to address AI/AN Early Childhood Needs key indicators of policy and programmatic interest--with data items available on 62 of 87 key indicators across all 9 research questions; (2) Little information, however, has been published to date--17 of the 62 key indicators potentially available were found in published information (covering 7 research questions); (3) New analysis focusing on the key indicators can expand the extent of information known--analysis of the American Community Survey and Head Start Program Information Report addressed 43 key indicators from 8 of the 9 research questions; and (4) Use of existing data can present challenges in goodness of fit in how well existing data (collected for a different purpose and across different times) align to the key indicators and intent of the research question.
A Spotlight on Dual Language Learners in Head Start: FACES 2014. Research Brief. OPRE Report 2017-99
Author: Aikens, Nikki
Date: 2017-12-00
Type: Reports - Research
Subjects: Early Intervention,Bilingual Students,Bilingualism,Student Characteristics,Demography,Family Characteristics,Family Environment,Comparative Analysis,Barriers,English (Second Language),Spanish Speaking,Immigrants,Educational Attainment,Parent Background,Family Income,Poverty,Hunger,Employment Level,Well Being,Depression (Psychology),Learning Activities,Family Relationship

This research brief draws upon data from the Head Start Family and Child Experiences Survey (FACES) 2014. FACES provides information at the national level about Head Start programs, centers, and classrooms, and about the children and families that Head Start serves. This brief is part of a series of reporting products describing data from the 2014-2015 round of FACES 2014. The brief provides a nationally representative description of dual language learner (DLL) children in Head Start, their families, and their homes at the beginning of the program year. This brief highlights information from the Fall 2014 Data Tables and Study Design report. The authors address the following research questions: (1) What are the characteristics of DLL children in Head Start?; (2) What are the demographic characteristics of families of DLL children in Head Start? How do the characteristics of families of DLL children compare to those of non-DLL children?; and (3) What are the characteristics of the home environments of DLL children in Head Start? How do the characteristics of home environments of DLL children compare to those of non-DLL children? For FACES 2014, researchers selected a sample of Head Start programs from the 2012-2013 Head Start Program Information Report, with two centers per program and two classrooms per center. Within each classroom, researchers randomly selected 12 children for the study. In total, 60 programs, 119 centers, 247 classrooms, and 2,462 children participated in fall 2014. Findings reveal that Spanish is the most prevalent primary home language for DLL children. Despite primarily hearing a language other than English inside the home, about half of DLLs pass a language screener at the start of the Head Start year and are able to be assessed in English. DLL children's families have a range of challenges and strengths, some of which differ from those of non-DLL children. DLLs are typically born in the United States to parents who are from other countries and who are less educated than parents of non-DLL children. DLL children's home environments reflect a range of resources and needs. Three-quarters of DLLs live in families at or below the federal poverty threshold; more than half have parents who report at least one financial strain (especially related to medical care); and about one-third have parents who report food insecurity.
Pathways to Align Career and Educational Choices for Adult Learners
Author: Ippolito, Andrew
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: College Students,Adult Students,Career Choice,Community Colleges,Educational Practices,Student Centered Learning,Student Recruitment,School Holding Power,School Orientation,Student Development,Scoring Rubrics,Student Characteristics,Institutional Characteristics,Career Development,Prior Learning,Scholarships,Block Grants,Developmental Studies Programs,Educational Planning,Career Planning

Now, more than ever, more adults must earn college credentials in order to earn family sustaining wages and to help fuel and sustain a robust national economy. That means that institutions of higher education must do all they can to help adult students enroll in college and complete a postsecondary credential. Achieving the Dream emphasizes a student-centered approach, which calls for ensuring that the burden of accessing supports within the college is not on the student and that colleges intentionally design a college experience that increases success for adult students. Achieving the Dream has identified three guiding principles: (1) Easy student navigation; (2) Connection by design; and (3) Institutional champions and the college culture. This report looks at the three areas defined as particularly relevant to helping adult students and the steps that have been taken to identify the guiding principles. Summaries highlight this work in practice at several institutions: Milwaukee Area Technical College (WI), Cleveland State Community College (TN), Northcentral Technical College (WI), Mountwest Community and Technical College (WV), Phillips Community College of the University of Arkansas, Blue Mountain Community College (OR), Southwest Wisconsin Technical College, Spokane Falls Community College (WA), Anoka-Ramsey Community College (MN), Community College of Rhode Island, and Lakeshore Technical College (WI). The end of this report includes an inventory of college practices currently in use to attract and retain adult learners. These practices are divided into three tiers and allow readers to consider how they might adopt and adapt these practices for use at their own institutions.
Benefits of Analyzing Contrasting Integer Problems: The Case of Four Second Graders
Author: Aqazade, Mahtob
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Grade 2,Elementary School Mathematics,Elementary School Students,Pretests Posttests,Mathematics Instruction,Addition,Numbers,Scores,Problem Solving,Mathematics Achievement,Large Group Instruction,Small Group Instruction,Cognitive Structures

In this study, we explore four, second graders' performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems, each student progressed, although in different ways. We use these instances and their interactions in their group sessions to describe their progressions. [For the complete proceedings, see ED583608.]
Left Out: Academic Senates Are Not Reflective of the Student Bodies They Serve and Have Disturbingly Low Numbers of Latinx, Asian American, Native Hawaiian, and Pacific Islander Members
Author: Campaign for College Opportunity
Date: 2018-00-00
Type: Reports - Research
Subjects: College Governing Councils,Disproportionate Representation,Hispanic Americans,Asian Americans,Hawaiians,Pacific Americans,Public Colleges,Community Colleges,Inclusion,College Faculty,Diversity (Faculty)

California's colleges and universities are among the most diverse in the nation. More than two-thirds of college students are Asian American, Native Hawaiian, and Pacific Islanders (AANHPI), African American, and Latinx. Without question, California's present and its future are dependent on the success of their diverse student body. But that success will not be achieved unless there is equitable representation within college leadership to serve the needs of a diverse student body. College leaders set the tone, values, and direction of their institutions. When campuses are inclusive and reflective of their students, the culture, practices, and policies align with the needs of African American, AANHPI, and Latinx students. Inclusive college environments improve success for all students. However, a lack of inclusivity holds tremendous implications for all, especially students and faculty of color whose voices and interests are limited by their lack of representation on critical leadership bodies. [This brief has been excerpted from &quot;Left Out: How Exclusion in California's Colleges and Universities Hurts Our Values, Our Students, and Our Economy,&quot; see ED582669.]
Teacher Opinions Based Evaluation of Problems in Turkish Instruction to Syrians
Author: Bozkirli, Kürsad Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Case Studies,Qualitative Research,Turkish,Semi Structured Interviews,Guidelines,Second Language Learning,Second Language Instruction,Foreign Countries,Immigrants,Administrator Attitudes,Instructional Materials,Student Attitudes,Language Attitudes,Class Activities,Barriers,Refugees,Classroom Techniques,Faculty Workload,Violence,Teacher Student Relationship,Elementary Secondary Education,Attendance,Phonemics,Language Teachers

The purpose of this study is to evaluate the problems of Turkish instruction offered to the Syrians in line with teacher opinions. A semi-structured interview form developed by the researchers has been utilized in order to determine the opinions of teachers, managers and assistant personnel engaged in teaching Turkish to the Syrians related to the issues arising from the teaching environment and the teaching equipment and materials within the extent of the research carried out in form of a case study from the qualitative research methods. The working group of study has been formed by 40 teachers determined according to the method of easy-to-reach situation and principle of voluntary participation. As a result of this research formed within the framework of teacher opinions, it has been found out that the most serious educator-originated problem in the teaching Turkish language to the Syrians was the educational perception distinction between Syrian and Turkish teachers and that the students are prejudiced against Turkish language and they did not have any need to learn Turkish and the administrators have precluded in-class activities and the auxiliary staff has exhibited inappropriate behaviors and there were serious deficiencies in the learning environment and that the materials prepared to teach Turkish to Syrians were inadequate and not matching with its intended objective.
Promise with a Purpose: College Promise Programs &quot;Built for Completion&quot;
Author: Achieving the Dream, Inc.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Programs,Access to Education,Educational Strategies,Evidence Based Practice,Graduation,Program Design,College Graduates,Career Readiness,College Credits,Career Development

College Promise programs--initiatives designed to guarantee tuition and fees for eligible students--have swept across the country, unlocking the opportunity of higher education for students in more than 200 communities across 44 states, including 16 statewide programs that have passed through legislation or executive orders. These forward-thinking institutions, cities, regions, and states are setting a powerful example in these efforts to expand access to higher education. The College Promise Campaign, Achieving the Dream, and Complete College America look forward to serving as a resource as education, business, government and philanthropy leaders work to build or refine College Promise programs in their communities and states. Focused attention on the purpose, design, and measurement of College Promise students and outcomes are essential to increasing the number of Americans with college degrees and certificates of purpose and value. The simple yet staggering truth is this: a high school education is no longer sufficient for advancement in the fast-growing, knowledge economy of the 21st century. In this policy brief, a menu of evidence-based strategies for institutions, communities, and states to incorporate into their Promise initiatives is offered, boosting student success and the ultimate likelihood of completion. The hope is that this report will inspire leaders to design high-quality College Promise programs that are intentionally &quot;built for completion.&quot; The nation will need millions more well-prepared, career-ready graduates to increase and sustain economic prosperity, and well-designed Promise programs are a dynamic tool to help reach these goals.
Theoractive Learning towards Academic Endeavour
Author: Rajbhandari, Mani Man Singh
Date: 2018-05-02
Type: Journal Articles
Subjects: Educational Theories,Learning Theories,Learning Processes,Foreign Countries,College Students,Theory Practice Relationship,Critical Thinking

Theoractive learning is an essential ingredient that can complement various academic theories, making them easier to apply to a learning environment. Although it appears that theoractive learning is the effect of the beneficial causes of teaching and learning in certain contextual settings; theoractive learning is, however, actions-oriented and relies on Skills, Ability, Competences and Intelligences (SACI). Theoractive learning research was conducted at the University of Tampere, Finland, in 2011 with students' participants from 7 countries. Although the participants found difficult to relate the transformation of theories into practices, they were theoractively conscious. A theoractive actions-orientation is based on critical reflexivity of content and process learning. It teaches through Art and Science educational domains, while applying a multi-dimensional attachment of theories and practices. The Art of Science and the Science of Art are two non-comparable and inseparable phenomena that are reliant on theoractiveness of orienting actions through the learning paradigms of content learning, process learning, and critical reflexivity, which requires SACI.