ethanporcaro/eric-fulltext-meta huggingface dataset:
Low Performance and Attention Deficit in Student of the Area of Languages of the Basic Level
Author: Tejada R., Venecia
Date: 2019-05-00
Type: Reports - Research
Subjects: Low Achievement,Attention Deficit Disorders,Foreign Countries,Cognitive Ability,Age Differences,Language Skills,English (Second Language),Symptoms (Individual Disorders),Educational Environment,Classroom Techniques,Behavior Modification,Children

The objective of this study is to analyze the Low Performance and Attention Deficit in Children of the Area of Languages, of the Basic Level of the educational center Bienvenido del Castillo, in the Rice Sector of this City of Bonao, Monseñor Nouel Province, during the school period 2018-2019. The correlation to be investigated is attention deficit-low performance, and as an instrument we use observation to analyze the situation posed by this attention deficit and poor performance in children. In the study, a questionnaire was designed that consisted of (10) cognitive abilities and skills; after confirming the validity and reliability of the questionnaire, the researchers distributed them to a sample of teachers to respond to the sample of (13) children who could suffer attention deficit from the perspective of their teachers in the classroom. After the data collection and interpretation processes, the results showed a low level of cognitive abilities and a low level of performance and also the absence of differences in the level of these skills and abilities according to the performance of the different age variables.
2018 Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2017 (July 1, 2016 - June 30, 2017)
Author: Ohio Department of Education
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism,Multiple Disabilities,Disease Incidence

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2016-2017 school year had an overall increase of 1,142 (5.9 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 80 percent (16,197) of children served in preschool special education receive services under one of these two eligibility categories. Autism accounted for 8.9 percent of the total; and the category Multiple Disabilities combined with Other Health Impairment -- Minor made up another 8.3 percent.
Budget of the U.S. Government, Fiscal Year 2020
Author: White House, Office of Management and Budget (OMB)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Budgets,Expenditures,Public Agencies,Economic Development,Fiscal Capacity,Federal Programs,Employment Opportunities,Presidents,Veterans,Drug Addiction,Costs,Drug Therapy,Welfare Services,Federal Aid,School Choice,Government Role,Elementary Secondary Education,Higher Education,Access to Education,Labor Force Development,Armed Forces,Immigration,National Security,Housing,Law Enforcement,Acquired Immunodeficiency Syndrome (AIDS),Transportation,Natural Resources,Environmental Standards

The 2020 Budget builds off the foundation of the President's previous budgets and provides an avenue toward spending restraint. The Budget meets the President's directive on spending reductions by agency, proposing over $2.7 trillion in spending reductions--more proposed spending reductions than any previous administration in history--and closing out the 10-year budget window with spending below the post-war average of 20 percent of the Gross Domestic Product (GDP). &quot;Budget of the United States Government, Fiscal Year 2020&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. [For the 2019 Budget, see ED591101.]
Keystrokes, Edit Distance, and Grading Rules: Psychometric Properties of Short Answer Items
Author: Lang, David
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Psychometrics,Test Items,Test Format,Grading,Electronic Learning,Handheld Devices,Keyboarding (Data Entry),Natural Language Processing,Student Evaluation,Computer Assisted Testing,Educational Technology,Computer Mediated Communication

This research evaluates the psychometric properties of short-answer response items under a variety of grading rules in the context of a mobile learning platform in Africa. This work has three main findings. First, we introduce the concept of a differential device function (DDF), a type of differential item function that stems from the device a student uses to take an assessment. Second, we identify a plausible mechanism for this DDF by examining the keystroke requirements of smartphone and basic mobile phone users. We identify a set of platform design rules to mitigates this bias. Lastly, we suggest that the edit distance of student responses can be used as a tuning parameter to optimize the Cronbach's alpha of the assessment. We find that literal string evaluation performs poorly compared to other grading rules. Partial string matching with an edit distance of two provides the highest reliability across exams. This is a simple yet effective rule, which performs well across a variety of assessments. [This paper is published in: &quot;Proceedings of American Educational Research Association (AERA 2019).&quot; ACM, New York, NY.]
Special Education in California Schools: The Challenges and Solutions from Multiple Perspectives
Author: Reed, Sherrie
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Special Education,Public Schools,Charter Schools,Student Needs,Students with Disabilities,Financial Support,Governance,Accountability,Faculty Development,Special Classes,Inclusion,Budgeting,Teacher Certification

California has seen recent policy changes, including the adoption of new standards, revised funding formulas and updated accountability mechanisms, all aimed at increasing equity and improving student outcomes. Yet, challenges in serving students with disabilities persist for many school districts. Solutions to these challenges compel additional policy action including increased funding, modified governance and accountability structures, and expanded teacher preparation and training. Meanwhile, district leaders, school administrators, and classroom teachers are finding ways to meet the needs of students with disabilities in the current policy context. This brief highlights the encouraging endeavors of several public school districts and charter schools in the area of special education.
The Local Control Funding Formula (LCFF): What Have We Learned after Four Years of Implementation? Technical Report. Getting Down to Facts II
Author: Koppich, Julia E.
Date: 2018-09-00
Type: Reports - Research
Subjects: Funding Formulas,Educational Finance,State Aid,School District Autonomy,State Legislation,Educational Legislation,Resource Allocation,Accountability,Counties,Stakeholders,Elementary Secondary Education

The Local Control Funding Formula (LCFF), signed into law by Governor Jerry Brown on July 1, 2013, represents an historic and path-breaking shift for California, the first comprehensive change in the state's education funding system in 40 years. Each district now receives a base funding allocation and, in keeping with the law's equity focus, added dollars--supplemental and concentration grants--to increase programs and services for low-income students, English learners, and foster youth. The LCFF empowers school districts to determine how to apportion these dollars to best meet the needs of their students through a process of stakeholder engagement. The law requires each district to develop a kind of fiscal strategic blueprint, called a Local Control and Accountability Plan (LCAP), based on eight state-established educational priorities. Finally, the LCFF establishes a new state accountability system and substantially expands roles for County Offices of Education (COE). This paper lays out results of four years of LCFF implementation research in five key areas: (1) responses to the new law; (2) resource allocation; (3) stakeholder engagement; (4) LCAPS; and (5) COEs. The paper relies largely on a synthesis of LCFF implementation research conducted, beginning in 2013, by the Local Control Funding Formula Research Collaborative (LCFFRC), a group of experienced policy researchers that has come together to study the new law. [This report was written with the assistance of Laura Tobben and Eileen Behr.]
The Future Ready District: Professional Learning through Online Communities of Practice and Social Networks to Drive Continuous Improvement
Author: Department of Education (ED), Office of Educational Technology
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Faculty Development,Communities of Practice,Social Networks,Computer Mediated Communication,Middle School Teachers,Mathematics Teachers,Teacher Collaboration,Teacher Participation,Cooperation

High-quality professional learning is integral to the continuous improvement and innovation required for addressing today's educational challenges. When integrated into a comprehensive and evidence-based system that is aligned with district goals and processes, online communities of practice and social networks offer a powerful opportunity to strengthen professional learning. This brief summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.
Each Child Our Future. Ohio Strategic Plan for Education: 2019-2024
Author: Ohio Department of Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Statewide Planning,Elementary Secondary Education,Educational Objectives,Educational Strategies,Educational Practices,Accountability,Educational Environment,School Culture,Emergent Literacy,Academic Achievement,Equal Education,Educational Quality,Teacher Selection,Principals,Best Practices,Academic Standards,Partnerships in Education,Holistic Approach,High School Graduates,Student Needs

&quot;Each Child, Our Future&quot; is Ohio's shared plan for ensuring each student is challenged, prepared and empowered for his or her future by way of an excellent prekindergarten through grade 12 (preK-12) education. The plan's purpose: to lift aspirations, create hope and excitement, guide development of state-level education policies and promote high-quality educational practices across the state. This plan was built by Ohioans for Ohioans. Launched by Ohio's superintendent of public instruction and the State Board of Education in the summer of 2017, more than 150 Ohio-based partners rolled up their sleeves to develop the plan. Moreover, approximately 1,200 Ohio citizens--including parents, caregivers, preK-12 educators, higher education representatives, employers, business leaders, community members, state legislators and, of course, students themselves--attended 13 regional meetings across the state to review the plan and provide feedback. In total, more than 1,350 Ohioans had a hand in crafting the plan. With 134,000 full-time educators serving in 3,600 public schools and educating approximately 1.7 million schoolchildren, education in Ohio is a complex business. Partners identified the plan's multifaceted components based on potential impact on student success. The whole child is at the center of the plan. Three core principles, four learning domains and 10 priority strategies work together to support the whole child. The state-level vision provides an aspirational guide for students, parents, partners and the education system. One goal represents the state's annual target.
Deep Knowledge Tracing and Engagement with MOOCs
Author: Mongkhonvanit, Kritphong
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Large Group Instruction,Knowledge Level,Learner Engagement,Prediction,Intervention,Academic Persistence,Artificial Intelligence,At Risk Students,Dropouts,Probability,Video Technology

MOOCs and online courses have notoriously high attrition [1]. One challenge is that it can be difficult to tell if students fail to complete because of disinterest or because of course difficulty. Utilizing a Deep Knowledge Tracing framework, we account for student engagement by including course interaction covariates. With these, we find that we can predict a student's next item response with over 88% accuracy. Using these predictions, targeted intervention scan be offered to students and targeted improvements can be made to courses. In particular, this approach would allow for gating of content until a student has reasonable likelihood of succeeding. [This paper was published in: &quot;The 9th International Learning Analytics Knowledge Conference (LAK19), March 4-8, 2019, Tempe, AZ, USA&quot; (pp. 340-342). New York, NY: ACM, 2019. (ISBN 978-1-4503-6256-6)]
Revisiting Finance and Governance Issues in Special Education. Technical Report. Getting Down to Facts II
Author: Warren, Paul
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Special Education,Educational Finance,Governance,Financial Support,Elementary Secondary Education,State Aid,Funding Formulas,School Districts,Costs,Accountability,Incentives

Special education is the largest categorical funding program in California's K-12 education budget. In 2016, the Public Policy Institute of California published &quot;Special Education Finance in California&quot; (ED571011), which looked at changes that would align the state's special education program with the principles underlying the Local Control Funding Formula (LCFF) and the goals of the 2015 Statewide Task Force on Special Education. The 2016 report spurred significant discussion about the funding and governance of services for students with disabilities. This second report revisits these issues, focusing on two main issues. The authors discuss the strengths and weaknesses of the state's financial formulas, and they identify options for ensuring that state support for special education keeps pace with district costs. The authors reexamine special education governance issues posed by the intermediary entities, known as Special Education Local Planning Areas (SELPAs), and provide options that will help align special education with the underlying principles of LCFF.
Strategic Omission and Risk Aversion: A Bias-Reliability Tradeoff
Author: Lang, David
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: High Stakes Tests,Risk,Item Response Theory,Test Bias,Test Reliability,Guessing (Tests),Response Style (Tests),Learning Analytics

Whether high-stakes exams such as the SAT or College Board AP exams should penalize incorrect answers is a controversial question. In this paper, we document that penalty functions can have differential effects depending on a student's risk tolerance. Moreover, literature shows that risk aversion tends to vary along other areas of concern such as race, gender, nationality, and socioeconomic status. In this article, we simulate Item Response Theory (IRT) data with and without a wrong answer penalty. In the presence of mild risk aversion, we find that students omit 12% more items than risk neutral individuals with identical ability. This translates into a nearly 2% difference in sum scores between the risk neutral and risk averse groups. We also find that penalty functions result in noisier estimates of student ability. These findings suggest that random guessing penalties should not be used in most circumstances, particularly for learning platforms. [This paper was published in: &quot;Companion Proceedings 9th International Conference on Learning Analytics &amp; Knowledge (LAK19).&quot;]
Setting the Stage: Trends in Student Demographics and Enrollment in California. Technical Report. Getting Down to Facts II
Author: Reber, Sarah
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Enrollment Trends,Public Schools,Private Schools,Charter Schools,Hispanic American Students,English Language Learners,Socioeconomic Status,Poverty,School Segregation,White Students,Asian American Students,African American Students,Special Education,Parent Background,Educational Attainment,Student Characteristics,American Indian Students,Low Income Students,School Demography

This paper provides a brief overview of key trends in enrollment, demographics, and segregation in California's schools in recent decades. Total public school enrollment has been relatively stable, and charter schools account for an increasing share of public enrollment. The Hispanic share of public enrollment has increased dramatically, and the white share declined. Increasingly, Hispanic Californian children are second and third generation Americans, and the share of students who are English Learners has remained relatively consistent. The share of Asian students has remained consistent over time but with a decline in the share of first generation and an increase in the share of second and third generation Asians. Trends in the socioeconomic conditions of California's schoolchildren are positive. Their parents are more educated and more likely to speak English well, and they are no more likely to be growing up in a single-parent household. On the other hand, overall child poverty has not declined to prerecession levels, and there are persistent and large differences in poverty across racial and ethnic groups. Black and Hispanic children are substantially more likely to both be in families with incomes below the poverty line and to attend schools with high poverty rates. This is because California's schools are fairly segregated by race. We present data and discuss these trends below.
Raising Readers: Cultivating a Love of Reading through Adult-Focused Initiatives
Author: Butler, Alisha N.
Date: 2018-06-00
Type: Reports - Research
Subjects: Reading Programs,Program Evaluation,Reading Motivation,Reading Attitudes,Adults,Attitude Change,Recruitment,Educational Benefits,Clubs,Books

In 2018, the New York City Department of Youth and Community Development (DYCD) and the National Book Foundation (NBF) initiated a collaborative effort to bring Raising Readers to DYCD-funded program sites. Raising Readers is designed to ignite and strengthen adult participants' love of reading and, by modeling the habit of reading for pleasure, inspire young people to expand their enjoyment of books. DYCD contracted with Policy Studies Associates (PSA) to conduct an evaluation of the early implementation of Raising Readers across the 10 participating sites. The evaluation sought to answer the following research questions: (1) What strategies do DYCD program directors use to identify program staff to participate in NBF training and lead Reading Circle activities at their sites? To what extent were sites successful in recruiting and retaining program staff?; (2) How do program staff describe their experiences in Raising Readers? In what ways, if any, do program staff describe changes in their own attitudes toward reading after participation? In what ways, if any, do program staff describe any early changes in how they approach literacy activities in other program activities?; (3) What strategies do sites use to identify adult participants to participate in Reading Circle activities? What are the reading behaviors and experiences of participating adults? What factors facilitate or impede participant recruitment?; and (4) What proportion of adult participants attend both Reading Circle activities? How do adults perceive program activities? To what extent do adults demonstrate early indications of changes in attitudes toward reading after participating in Reading Circle activities? Findings from this evaluation suggest that the DYCD-NBF partnership supported Raising Readers program had a positive launch at participating program sites. Although some sites experienced challenges related to retaining adult participants between the two reading circles, both participating program staff and parents were engaged in conversations about books, which appeared to have influenced their enjoyment of reading for pleasure.
Institutional Research and Athletics Reporting. Professional File. Article 135, Spring 2014
Author: Sweitzer, Kyle V.
Date: 2014-00-00
Type: Reports - Research
Subjects: Athletes,College Athletics,Two Year Colleges,Colleges,Data Collection,Information Dissemination,Reports,Accountability,Team Sports,National Organizations,Communication Strategies,Compliance (Legal),Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness

To varying degrees, institutional research (IR) offices are involved in the collection and reporting of academic, financial, and gender equity data related to their student-athletes and athletic programs. However, many institutional researchers are not familiar with athletics data and/or reporting requirements. This article discusses the degree to which IR offices at 2- and 4-year institutions are involved in athletics reporting, and the level of interaction IR offices have with various campus administrative units regarding athletics across all athletics governing bodies. The article specifically highlights findings from the Association for Institutional Research (AIR) Athletics Reporting Requirements Survey administered in 2010. This article serves as a reference for those in IR who are engaged in athletics reporting, as well as a primer for those not familiar with intercollegiate athletics.
Voices of DC Parents and Youth on OST
Author: Russell, Christina A.
Date: 2018-12-00
Type: Reports - Research
Subjects: Parent Attitudes,Student Attitudes,After School Programs,Summer Programs,Youth Programs,Elementary School Students,Secondary School Students,Needs Assessment,Preferences,Safety,Athletics,Art Education,Transportation,Information Dissemination

Over the last two years, the District of Columbia has aligned policy, resources, and research to strengthen its network of out-of-school time (OST) services. OST programs include afterschool, before, and summer programs for children and youth. In 2017, the District of Columbia (D.C.) Office of the Deputy Mayor for Education (DME) launched the Office of Out of School Time Grants and Youth Outcomes (OST Office). The OST Office was created by the Office of Out of School Time Grants and Youth Outcomes Establishment Act of 2016 to manage strategic planning, implementation, and data analysis to build the quality, and increase the coordination, of OST programs across D.C. The OST Office and OST Commission committed to ensuring that the voices of parents and youth were represented in informing the development of a system of OST services. In a collaborative effort in 2018, Policy Studies Associates (PSA) developed survey instruments and analyzed data collected by the OST Office and by Parents Amplifying Voices in Education (PAVE). This report summarizes survey findings and presents recommendations based on the analysis of data collected from parents of children in grades pre-K-8 and from youth in grades 6-12, from March through July 2018.