ethanporcaro/eric-fulltext-meta huggingface dataset:
Dynamic Participation in Inter-District Open Enrollment: Evidence from Michigan 2005-2013. Working Paper #49
Author: Cowen, Joshua
Date: 2015-07-00
Type: Reports - Research
Subjects: Student Participation,Open Enrollment,Public Schools,School Choice,Disadvantaged Youth,Minority Group Students,African American Students,Low Income Groups,Place of Residence,Low Achievement,Standardized Tests,Probability,Tables (Data),School Districts,Statistical Analysis,Persistence,Transfer Students,Elementary Secondary Education,Enrollment Trends

This paper considers the determinants of student participation in Michigan's large inter-district open enrollment system, known as Schools of Choice (SoC). Employing a rich dataset from the Michigan Department of Education, we examine the population of public school students in resident and non-resident school districts between the 2005-06 and 2012-13 academic years. We find substantial evidence that historically disadvantaged students are those most likely to participate in Schools of Choice: African American students and low-income students are more likely than their peers in their resident districts to make an inter-district transfer; they are, however, also the most likely among other Schools of Choice participants to exit the program. In addition, students who are relatively low performing on the state's standardized exam--especially in mathematics--are most likely to both participate in Schools of Choice and, among participants, the most likely to exit. We conclude by noting that these patterns are similar to those found among the determinants of more general forms of student mobility. An appendix provides tabular data showing: (1) Descriptive statistics of students based on enrollment in Schools of Choice (2005-2012); (2) SoC Participation by Students Classified as SoC 2005-2013; (3) District Rates of Student Exit Under SoC; and (4) District Rates of Student Entry Under SoC.
Interim Impacts of the POWER through Choices Program
Author: Goesling, Brian
Date: 2015-08-00
Type: Reports - Research
Subjects: Sex Education,Foster Care,Program Effectiveness,Youth Programs,Prevention,Pregnancy,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Adolescents,Adolescent Attitudes,Intention,Knowledge Level,Group Homes,Juvenile Justice,Self Efficacy,Empowerment

Some of the nation's most vulnerable youth are those living in foster care and other out-of-home settings. Many such youth have experienced abuse and neglect, face mental health and substance abuse challenges, and struggle with serious behavioral problems (Casanueva et al. 2014). They are more likely than their peers to have academic struggles and less likely to graduate from high school or attend college (Dworsky et al. 2014). In part for these reasons, they also have higher rates of teen pregnancy, sexually transmitted infections (STIs), and associated sexual risk behaviors. Estimates suggest that as many as one in three girls in foster care will become a teen mother--a rate more than double the national average (Dworsky and Courtney 2010). Of those who become mothers before age 18, more than one in four will go on to have another child before aging out of their teens (Putnam-Hornstein and King 2014). This report presents interim findings from a large-scale demonstration project and evaluation of the POWER Through Choices (PTC) program, a comprehensive sexual health education curriculum designed specifically for youth in foster care and other out-of-home care settings. The program features ten 90-minute sessions delivered to small groups of youth by trained facilitators in a classroom-based setting. This curriculum-based structure is similar to many teen pregnancy prevention programs delivered to general youth populations in schools and community settings. The PTC program is unique, however, in addressing the needs and risk factors specific to youth in foster care and other out-of-home care settings. Findings from an implementation study of the PTC program were presented in an earlier report (Meckstroth et al. 2014). The present report adds to these findings by describing the short-term impacts of the PTC program on youth knowledge, attitudes, and intentions. A future report will examine the program's longer-term impacts on youth sexual risk behaviors. The following are appended: (1) Nonresponse Analysis; (2) Outcome Measures; and (3) Sensitivity Analyses.
IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
Author: Atchison, Eric S.
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Higher Education,Trustees,Governing Boards,State Universities,Institutional Mission,Educational Planning,Economic Development,Well Being,Strategic Planning,Educational Finance,Budgets,Salaries,College Faculty,Graduation Rate,Tuition,School Holding Power,Student Financial Aid,Enrollment Trends,Student Characteristics,Resource Allocation

The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. This profile contains a variety of financial and student data. It includes the previous year's appropriations, total operating budget, and the following year's budget request. It also includes faculty salary comparisons, enrollment, tuition and fee data, financial aid awards, and retention and graduation rates. [This report was prepared by the Office of Strategic Data Management in cooperation with the Office of Finance and Administration and the Office of State Student Financial Aid.]
Synthesis Reports on Intensive Academic and Behavioral Intervention: Annotated Bibliography
Author: Casasanto-Ferro, Julia
Date: 2015-03-00
Type: Reference Materials - Bibliographies
Subjects: Intervention,Behavior Modification,Academic Support Services,Disabilities,Behavior Problems,Reading Achievement,Mathematics Achievement,Individualized Instruction,Annotated Bibliographies

This document is the first in a series of products that will be developed under the knowledge production service area of the National Center on Intensive Intervention (NCII), with the purpose of describing and communicating the results of research on intensive intervention. The synthesis studies summarized here, and others to be identified, will inform the development of a concept paper about intensive intervention. The concept paper will be produced in multiple formats to reach a diverse range of stakeholders. These products will be produced within the first year of NCII's operation. The purpose of this deliverable is to identify and describe major synthesis studies that have been conducted to date regarding the effectiveness of intervention strategies targeting students with disabilities who have intensive academic or behavioral needs. NCII senior advisors identified the synthesis studies, which are considered the most comprehensive and informative for the purpose of NCII. However, the studies identified do not necessarily reflect all of the synthesis work that has been conducted in the area of intensive academic and behavioral intervention. We will continue to identify and review synthesis studies as appropriate and add to this annotated bibliography during the course of NCII's operation. The following annotations are organized into four topic areas: (1) Reading, (2) Mathematics, (3) Behavior, and (4) Data-Based Individualization. The annotations include the following information about each synthesis report: citation, abstract, studies included (number of studies, years included, grades included, search procedures, and study selection criteria), synthesis methods, and synthesis results.
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension
Author: Kim, Young-Suk Grace
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Fluency,Reading Comprehension,Predictor Variables,Efficiency,Listening Comprehension,Emergent Literacy,Phonological Awareness,Orthographic Symbols,Morphology (Languages),Alphabets,Vocabulary Development,Grammar,Theory of Mind,Longitudinal Studies,Young Children,Reading Skills,Oral Reading,Reading Aloud to Others,Early Childhood Education

The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations among word-reading fluency, listening comprehension, text-reading fluency, and reading comprehension; (b) the relation of reading comprehension to text-reading fluency; (c) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text-reading fluency versus word-reading fluency; and (d) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text-reading fluency versus reading comprehension. These questions were addressed using longitudinal data (two time points; mean age = 5 years 2 months and 6 years 1 month, respectively) from young Korean speaking children (N = 143). Results showed that listening comprehension was related to text-reading fluency at time 2 but not at time 1. At both times, text-reading fluency was related to reading comprehension, and reading comprehension was related to text-reading fluency over and above word-reading fluency and listening comprehension. Orthographic awareness was related to text-reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text-reading fluency and reading comprehension, whereas theory of mind was related to reading comprehension but not text-reading fluency. These results reveal the developmental nature of relations and mechanisms of text-reading fluency in reading development. An appendix presents a plot showing the distribution of rapid automatized naming task. [This paper was published in &quot;Reading Research Quarterly&quot; (EJ1075040).]
Planning Guide to Statewide Implementation, Scale-Up, and Sustainability of Recommended Practices. RP[superscript 2]: Reaching Potentials through Recommended Practices
Author: Smith, Barbara J.
Date: 2015-02-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Young Children,At Risk Students,Developmental Delays,Developmental Disabilities,Early Childhood Education,Guides,Planning,Sustainability,Benchmarking,Training,Technical Assistance,Educational Quality,Program Development,Program Implementation,Teamwork,Leadership Responsibility,Best Practices,Demonstrations (Educational),Fidelity

This document is a guide for implementing widespread use of evidence-based practices for improving the outcomes for young children with or at-risk for delays or disabilities and their families. The evidence-based practices are selected practices from the Division for Early Childhood (DEC) Recommended Practices (RPs). The guide is written for statewide systems change, although it could be used for regions within a state or even for a large metropolitan area, as long as the administrative authority enables the necessary policy statements and resource allocations. This guide is written for use by a cross-agency team whose purpose is to provide resources, guidance, and coordination for the systems-change effort. It can be used to support states in developing, planning, and implementing the State Systemic Improvement Plan (SSIP). The following are appended: (1) State Benchmarks of Quality; (2) State Benchmarks of Quality: Process; (3) State Benchmarks of Quality: Action Plan; (4) RP[superscript 2] State Coordinator(s) Position Description; (5) Sample SLT Meeting Logistics and Ground Rules; (6) RP[superscript 2] Sample Master Cadre Letter of Invitation and Application Packet; (7) Participatory Adult Learning Strategy (PALS); (8) RP[superscript 2] PD Event Sequence and Timeline; (9) Sample Site Application Packet; (10) Sample Site Application Scoring Rubric; (11) RP[superscript 2] Program Benchmarks of Quality Home-Visiting Programs and Classroom-Based Programs; (12) Local News Release; (13) Program Leadership Team; and (14) Evidence-Based Practices to Promote Child Engagement. Contains a glossary. [For the excerpted report, &quot;State Leadership Team Benchmarks of Quality. RP[superscript 2]: Reaching Potentials through Recommended Practices,&quot; see ED575704.]
State Leadership Team Benchmarks of Quality. RP[superscript 2]: Reaching Potentials through Recommended Practices
Author: Smith, Barbara J.
Date: 2015-02-00
Type: Guides - Non-Classroom
Subjects: Benchmarking,Educational Quality,Best Practices,Evidence Based Practice,Fidelity,Self Evaluation (Groups),Leadership,Teamwork,Family Involvement,Program Implementation,Professional Development,Decision Making

The &quot;State Benchmarks of Quality&quot; is used by a collaborative State Leadership Team(SLT) to assess progress and plan future actions so that Recommended Practices (RPs) are available for providers and families statewide. The Benchmarks are grounded in the science of implementation which bridges the gap between an evidence-based practice (EBP) and the actual high-fidelity implementation of that practice. Implementation has several stages beginning with assessing needs and exploring which EBPs to implement. Once the SLT has chosen to implement the RPs, the &quot;Benchmarks of Quality&quot; is used to track progress on the stages of planning/installation, implementation and scale-up as well as planning for sustainability. Activities related to sustaining the effort are embedded throughout the process rather than being left until later. [This report is excerpted from &quot;Planning Guide to Statewide Implementation, Scale-Up, and Sustainability of Recommended Practices. RP[superscript 2]: Reaching Potentials through Recommended Practices&quot; (ED575699).]
Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4
Author: Kim, Young-Suk Grace
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Fluency,Word Recognition,Listening Skills,Reading Comprehension,Listening Comprehension,Longitudinal Studies,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Oral Reading,Structural Equation Models,Correlation,Statistical Analysis,Factor Analysis,Emergent Literacy,Reading Tests,Achievement Tests

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children's reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. [This article was published in &quot;Scientific Studies of Reading,&quot; (EJ1055944).]
Forum Guide to College and Career Ready Data. NFES 2015-157
Author: National Forum on Education Statistics (ED)
Date: 2015-05-00
Type: Guides - Non-Classroom
Subjects: Data Analysis,Data Collection,College Readiness,Career Readiness,Elementary Secondary Education,Postsecondary Education,Labor Force,Information Systems,Student Needs,Individualized Instruction,Progress Monitoring,Accountability,Educational Improvement,Careers,Privacy,Information Security,Information Management,Employment Opportunities,Educational Attainment,High School Graduates,Educational Legislation

The National Forum on Education Statistics (Forum) organized the College and Career Ready (CCR) Working Group to explore how state and local education agencies (SEAs and LEAs) can use data to support college and career readiness initiatives. The working group determined that high-quality data in integrated K12, postsecondary, and workforce data systems can be of value to all CCR stakeholders when they are used to: (1) foster individualized learning for students; (2) support educators in identifying and addressing student-specific needs; (3) measure progress made by education agencies in achieving CCR accountability and continuous improvement goals; and (4) maximize career opportunities for all students. Through the presentation of five data use cases related to these goals, this document can serve as a practical guide for determining the appropriate data elements, metrics, and reporting tools needed to support specific CCR initiatives within SEAs and LEAs. A list of references and resources is appended.
Principals Discuss Early Implementation of the ASSISTments Online Homework Tutor for Mathematics. ASSISTments Efficacy Study Report 2
Author: Fairman, Janet
Date: 2015-08-00
Type: Reports - Research
Subjects: Principals,Homework,Mathematics Instruction,Technology Uses in Education,Program Implementation,Grade 7,Teacher Administrator Relationship,Randomized Controlled Trials,Mathematics Teachers,Experimental Groups,Control Groups,Mathematics Achievement,Middle School Students,Interviews,Middle School Teachers,Response to Intervention,Educational Technology,Intelligent Tutoring Systems

This report presents the findings from interviews with principals about their schools' participation in the ASSISTments efficacy study on seventh-grade mathematics. The purpose of the interviews was to explore the following areas: To what extent schools had policies or expectations regarding homework practice and completion; To what extent schools had concerns about homework completion rates; Whether the school had existing practices or norms for teachers to discuss student learning outcomes, and how often teachers met to focus on data; The extent to which principals met with teachers to discuss data; What other initiatives in the district or school could impact curriculum, instruction, assessment, or professional development and what the current priorities were in the school; Factors related to the community such as broad socio-economic status, or level of support for education, that might affect teaching and student achievement in the school.
Adapting Collaboration Dialogue in Response to Intelligent Tutoring System Feedback
Author: Olsen, Jennifer K.
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Feedback (Response),Cooperative Learning,Group Dynamics,Interaction Process Analysis,Problem Solving,Fractions,Grade 4,Grade 5

To be able to provide better support for collaborative learning in Intelligent Tutoring Systems, it is important to understand how collaboration patterns change. Prior work has looked at the interdependencies between utterances and the change of dialogue over time, but it has not addressed how dialogue changes during a lesson, an analysis that allows us to investigate the adaptivity of student strategies as students gain domain knowledge. We address this question by analyzing the shift in types of collaborative talk occurring within a single session and in particular how they relate to errors for 26 4th and 5th grade dyads working on a fractions tutor. We found that, over time, the frequency of interactive talk and errors both decrease in dyads working together on conceptual problems. Although interactive talk is often held as a gold standard in collaboration, as students become more proficient, it may not be as important.
Finding Productive Talk around Errors in Intelligent Tutoring Systems
Author: Olsen, Jennifer K.
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Cooperative Learning,Grade 4,Grade 5,Elementary School Students,Fractions,Problem Solving,Error Patterns,Error Correction,Discussion (Teaching Technique),Qualitative Research,Mathematics Instruction,Computer Mediated Communication

To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good collaboration is more likely to happen after an error occurs &quot;and&quot; after a student has requested and discussed a hint with their partner than at either of these points separately. These finding suggest that cognitive support can enhance collaborative sense-making of errors.
Father Involvement and Maternal Depressive Symptoms in Families of Children with Disabilities or Delays
Author: Laxman, Daniel J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mothers,Fathers,Child Rearing,Parent Participation,Depression (Psychology),Children,Disabilities,Developmental Delays,Infants,Young Children,Longitudinal Studies,Surveys,Structural Equation Models,Correlation,Play,Literacy,Autism,Pervasive Developmental Disorders,Socioeconomic Status,Symptoms (Individual Disorders)

This study examined the longitudinal association between fathers' early involvement in routine caregiving, literacy, play, and responsive caregiving activities at 9 months and maternal depressive symptoms at 4 years. Data for 3,550 children and their biological parents were drawn from the Early Childhood Longitudinal Study-Birth Cohort data set. Analyses in a structural equation modeling framework examined whether the association between father involvement and maternal depressive symptoms differed for families of children with autism spectrum disorder (ASD) and for families of children with other disabilities or delays from families of children who were typically developing. Results indicated that father literacy and responsive caregiving involvement were associated with lower levels of depressive symptoms for mothers of children with ASD. These findings indicate that greater father involvement may benefit families of children with ASD and highlight the need to support and encourage service providers to work with fathers.