ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in the Performance of Students in Charter and District Sectors of U.S. Education: An Analysis of Nationwide Trends. Program on Education Policy and Governance Working Papers Series. PEPG 20-04
Author: Shakeel, M. Danish
Date: 2020-00-00
Type: Reports - Research
Subjects: Charter Schools,Grade 4,Grade 8,National Competency Tests,Academic Achievement,Public Schools,School Districts,Achievement Gains,African American Students,White Students,Hispanic American Students,Asian American Students,Socioeconomic Status,Geographic Regions,Differences,Regional Characteristics,Urban Schools,Rural Schools,Suburban Schools

We use a quadratic equation to estimate trends in cohort performances in the charter and district sectors on the National Assessment of Educational Progress in 4th and 8th grade between 2005 and 2017. Data consist of over four million test observations of nationally representative samples of students on seven separate math and reading tests. We estimate unadjusted trends as well as trends adjusted for changes in the demographic composition of the two sectors. Compared to district cohorts, we find steeper upward trends in mean charter performance. Larger sector differentials are observed for African Americans, low SES [socioeconomic status] students, and for students in the Northeast. No significant trend differences are observed for Hispanic and Asian Americans, suburban students and for students in the West. Since students in the two sectors may differ in relevant ways for reasons unrelated to demographic characteristics, inferences about changes in school production factors remain uncertain.
Who Benefits from Local Financing of Public Services? A Causal Analysis. Program on Education Policy and Governance Working Papers Series. PEPG 20-03
Author: Lastra-Anadón, Carlos X.
Date: 2020-07-12
Type: Reports - Research
Subjects: School Districts,Educational Finance,Mathematics Achievement,Reading Achievement,National Competency Tests,Socioeconomic Status,Grade 8,Financial Support,Housing,Geographic Location

The efficiency-equity trade-offs in public service delivery may be influenced by the dependency of local governments on their own resources rather than inter-governmental grants. School districts in the United States are expected both to produce human capital efficiently and to provide educational opportunity equally. To ascertain school district trade-offs, we estimate effects of revenue source on student performances in math and reading. Achievement is estimated from 225,000 observations weighted to be district representative. Estimates are made with OLS [ordinary least squares], geographic discontinuity models exploiting differences at state borders, and 2SLS [two-stage least squares] models that use changes in housing prices as an instrument. For every 10 percent increase in local revenue share, achievement increases by a sizeable 0.02 to 0.06 standard deviations. Gains for students from low socio-economic backgrounds are about half those from higher ones. Both voice and exit channels moderate the efficiency-equity trade-off. Implications for federalism and state policy are discussed.
English Learners (ELs) Who Are Arab Americans. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Arabs,Native Language,Semitic Languages,Geographic Location,Preschool Education,Elementary Secondary Education,Postsecondary Education,Higher Education,North Americans

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners who are Arab Americans include: (1) Most Common Languages Spoken by EL Students K-12 (Excluding Spanish); (2) Numbers of Reported Arabic-Speaking EL Students: SY 2008-09 through Fall 2015; (3) States Ranked from Highest to Lowest in Reported Numbers of Arabic-Speaking EL Students Where Arabic is a Top 5 Spoken Language, SY 2012-13; and (4) Education Level of School-Age Arab-Americans.
LEA Website Student Privacy Transparency Reviews: Year One Report Summary. PTAC-IB-8
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Privacy,Student Records,Information Security,Web Sites,School Districts,Educational Legislation,Civil Rights,Information Dissemination,Access to Information,Board of Education Policy,Parent Rights,Information Management,Confidentiality

The U.S. Department of Education's (Department's or ED's) Student Privacy Policy Office (SPPO) and its Privacy Technical Assistance Center (PTAC) are conducting a four-year review of the websites of 1,504 Local Education Agencies (LEAs) to identify whether and how these websites include information on student privacy. The review is part of ED's Strategic Plan Goal 3.2 to improve student privacy and cybersecurity. SPPO is responsible for administering the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA). As part of improving student privacy, the study will provide an annual snapshot of LEA websites for each year of the study, as well as conduct a final trend analysis. The focus of the study is on LEA best practices and compliance in providing information on federal student privacy law and will determine whether changes occur over the four years of the study based on what is posted on LEA websites. In year one of the study, a nationally representative sample of 376 LEA websites was reviewed to evaluate usage of student data privacy transparency best practices. The sample was selected to represent school districts of different sizes and socio-economic status across different geographic regions. The LEA website review focused on identifying key privacy related documents or information on the LEA district website vs on the board or individual school websites.
Is Retell a Valid Measure of Reading Comprehension?
Author: Cao, Yucheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Reading Comprehension,Elementary School Students,Secondary School Students,Cloze Procedure,Oral Language,Prompting,Reading Tests,Literary Genres,Oral Reading,Silent Reading,Evaluation Methods,Meta Analysis

Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1-12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = 0.46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between 'oral' retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the moderate magnitude of the relation between retell and other measures of reading comprehension indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension.
Accountability during Crisis: The Transformative Potential of Institutional Research and Effectiveness in the Struggle toward Racial Justice. Feature: The Community College Context. Volume 6, No. 1
Author: Baxter, Kaylan S.
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Institutional Research,Organizational Effectiveness,Organizational Learning,Race,Racial Discrimination,Social Justice,Minority Group Students,Disproportionate Representation,Equal Education,Data Use,Community Colleges,Accountability

In this brief, Kaylan Baxter talks about the potentially transformative role of two connected units less commonly associated with racial justice: institutional research (IR) and institutional effectiveness (IE). Institutional research (IR) consists of a wide-ranging set of tasks conducted in support of the decision-making processes of various stakeholders within higher education institutions (Association for Institutional Research, n.d.). Institutional effectiveness (IE) usually includes the functional components of IR along with broader organizational functions, such as strategic planning, assessment, and program review, all at the institutional level (Association for Higher Education Effectiveness, n.d.). Baxter argues the roles of IR and IE must be expanded and center racially conscious modes of measuring and enhancing institutional effectiveness. IR and IE professionals must be reimagined as facilitators of organizational learning about race and racism and be empowered to lead data-informed efforts to narrow the disparities in opportunities, experiences, and outcomes that Black, Latinx, and other racially minoritized students routinely face. Dowd and Bensimon (2015) suggest several strategies for equity-enhancing data usage among faculty and administrators; Baxter draws from these to offer three recommendations specific to IR- and IE-related policy and practice.
Spearheading Education during the COVID-19 Rife: Administrators&apos; Level of Digital Competence and Schools&apos; Readiness on Distance Learning
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teaching Methods,Online Courses,Electronic Learning,Educational Technology,Technological Literacy,Administrators,School Administration,Readiness,Barriers,Distance Education,Access to Computers,Internet,Financial Support,Foreign Countries,School Closing,Technical Assistance,Teacher Competencies

The impact of the COVID-19 pandemic changed the course of delivering quality education to learners. This study analyzed the level of digital competence of school administrators, the readiness of schools, and perceived challenges on the delivery of distance learning. Using a descriptive research design, the researchers used an online survey to gather pertinent data for the study. Thirty-six (36) administrators took part in the online survey using universal sampling from a school division in the province of Bulacan, Philippines. The researchers created an online research instrument and subjected it to validation before the actual administration. After data gathering, the researchers encoded and tabulated the data. This study used the following statistical tools to analyze the data: frequency, percentage, and rank. The study found that the administrators have varied results on the aspect of digital competence based on the statistical analysis. In terms of school readiness on distance learning, the schools were not yet ready to implement a distance learning scheme. For the perceived challenges, internet connection/connectivity is the primary concern. Other challenges involve preparation, competencies, funding, and devices for distance learning. Based on the result of the study, the researchers provided some essential recommendations for the administrators, teachers, and other stakeholders.
Efficient Analysis of &quot;Q&quot;-Level Nested Hierarchical General Linear Models Given Ignorable Missing Data
Author: Shin, Yongyun
Date: 2013-00-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Computation,Statistical Bias,Body Composition,Elementary School Students,Statistical Analysis,Maximum Likelihood Statistics,Longitudinal Studies,Surveys,Efficiency,Data

This paper extends single-level missing data methods to efficient estimation of a &quot;Q&quot;-level nested hierarchical general linear model given ignorable missing data with a general missing pattern at any of the &quot;Q&quot; levels. The key idea is to reexpress a desired hierarchical model as the joint distribution of all variables including the outcome that are subject to missingness, conditional on all of the covariates that are completely observed; and to estimate the joint model under normal theory. The unconstrained joint model, however, identifies extraneous parameters that are not of interest in subsequent analysis of the hierarchical model, and that rapidly multiply as the number of levels, the number of variables subject to missingness, and the number of random coefficients grow. Therefore, the joint model may be extremely high dimensional and difficult to estimate well unless constraints are imposed to avoid the proliferation of extraneous covariance components at each level. Furthermore, the over-identified hierarchical model may produce considerably biased inferences. The challenge is to represent the constraints within the framework of the &quot;Q&quot;-level model in a way that is uniform without regard to &quot;Q&quot;; in a way that facilitates efficient computation for any number of &quot;Q&quot; levels; and also in a way that produces unbiased and efficient analysis of the hierarchical model. Our approach yields &quot;Q&quot;-step recursive estimation and imputation procedures whose &quot;q&quot;th step computation involves only level-&quot;q&quot; data given higher-level computation components. We illustrate the approach with a study of the growth in body mass index analyzing a national sample of elementary school children. [This paper was published in &quot;International Journal of Biostatistics&quot; v9 n1 p109-133 2013.]
Schooling COVID-19: Lessons from Leading Charter Networks from Their Transition to Remote Learning
Author: Vanourek, Gregg
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Charter Schools,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Electronic Learning,Nutrition,Access to Computers,Social Support Groups,Scheduling,Grading,Student Needs,Family School Relationship,Teamwork,Elementary Secondary Education,Program Effectiveness

Last spring, the Covid-19 pandemic upended routines for over 56 million students and challenged more than 3.7 million teachers in over 130,000 schools nationwide to continue educating kids in an online format. This transition to &quot;virtual learning&quot; was understandably trying for all educators, schools, and districts, but some managed to do far better than others. Authored by Gregg Vanourek, this report summarizes key actions taken by leading charter school networks that were able to transition quickly and effectively to remote learning: (1) Achievement First; (2) Denver Schools of Science and Technology; (3) IDEA Public Schools; (4) KIPP DC; (5) Noble Network of Charter Schools; (6) Rocketship Public Schools; (7) Success Academy; and (8) Uncommon Schools. How did they manage the transition from in-person instruction to remote learning? What enabled them to respond as they did? What worked well, and what didn't? Drawing on interviews with school leaders, educators, and parents, this report distills major lessons learned and offers concrete recommendations for how to significantly improve the remote learning experience for all students, teachers, and families in the critical months and year ahead. Among them: (1) Create and enforce a typical school day for students, with a mix of live and recorded lessons and independent student work; (2) Prioritize student health and wellbeing and reach out to individual students and families on a regular basis; and (3) Lean into a team approach to teaching and instruction, centered around a common curriculum. As we enter a new school year, other charter, private, and traditional public school leaders and educators could and should follow the lead of these charter networks in the critical months ahead. We have no choice but to get better, faster, and fairer at remote learning for the sake of the &quot;Covid Generation.&quot; [Foreword by Michael J. Petrilli.]
Social and Emotional Learning: A Mindset for School Safety and Student Security
Author: Hart, Catherine P.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Public Schools,School Safety,Professional Development,Inservice Teacher Education,Management Development,School Personnel,Coaching (Performance),Program Effectiveness,Workshops,Interpersonal Competence,Self Evaluation (Individuals),Self Management,Self Concept,Social Emotional Learning,Educational Environment,Interaction,Equal Education,Trauma,Skill Development,Work Environment

In the spring of 2019, RTI implemented the All Hands on Deck program in three North Carolina counties. The program was funded by the North Carolina Department of Public Instruction School Safety Grant, which was offered in response to a growing need for safer schools in the state. According to the 2017 Youth Risk Behavior Survey (YRBS), 10.1% of high school students in North Carolina reported that at least one day in the past month they &quot;did not go to school because they felt unsafe at school or on their way to or from school.&quot; This percentage translates to more than 45,000 students and represents an increase of nearly 4% from 2015. It also represents the highest reported measurement since the survey was initiated in 1993 (YRBS, 2017). All Hands on Deck included a series of three customized, on-site professional learning workshops for 67 teachers, 5 administrators, and 13 student support personnel. One-on-one follow-up coaching for teachers and support personnel provided supports tailored to individual needs and implementation goals. While fewer than 20% of teachers implement new learning following a workshop or professional learning session without additional follow-up, 95% of teachers implement new learning following a workshop or professional learning session with sustained coaching (Bush, 1984). [The report was produced by the RTI Center for Education Services.]
First-Year Persistence and Retention: 2018 Beginning Cohort. Snapshot™ Report, Summer 2020
Author: National Student Clearinghouse Research Center
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Academic Persistence,School Holding Power,Full Time Students,Part Time Students,Race,Ethnicity,Age,Public Colleges,Community Colleges,Proprietary Schools,Majors (Students),Bachelors Degrees,Associate Degrees,Educational Certificates,Undergraduate Students

The Persistence and Retention report series examines first-year persistence and retention rates for beginning postsecondary students. Persistence rate is measured by the percentage of students who return to college at any institution for their second year, while retention rate is by the percentage of students who return to the same institution. Students attaining a credential in their first year are accounted for in persistence and retention rates. The report is designed to help institutions understand trends and patterns in this important early success indicator, and identify disparities by institutional type, state, degree level, starting enrollment intensity, and student demographic factors such as age, gender, and race/ethnicity. [For &quot;First-Year Persistence and Retention for Fall 2017 Cohort. Snapshot™ Report, Summer 2019,&quot; see ED601214.]
Current Term Enrollment Estimates: Fall 2019
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Postsecondary Education,Enrollment Rate,Enrollment Trends,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Age Groups,Gender Differences,Institutional Characteristics,Undergraduate Students,Associate Degrees,Bachelors Degrees,Graduate Students,Part Time Students,Full Time Students,Majors (Students)

The Current Term Enrollment Estimates Report Series is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. In this edition, the average age for different student groups is newly added. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of the total enrollments at Title IV, degree-granting institutions in the U.S. Most institutions submit enrollment data several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated student headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In fall 2019, overall postsecondary enrollments decreased 1.3 percent from the previous fall. All institutions experienced enrollment declines, with the largest drop in the private for-profit four-year sector (-2.1%), followed by the public two-year and four-year sectors (-1.4% and -1.2%, respectively) and the private nonprofit four-year sector (-0.6%). Public sector enrollment (two-year and four-year combined) declined by 1.3 percent (174,518 students) this fall.