ethanporcaro/eric-fulltext-meta huggingface dataset:
Unmet Promises: Continued Violence &amp; Neglect in California&apos;s Division of Juvenile Justice
Author: Washburn, Maureen
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Violence,Institutionalized Persons,Correctional Institutions,Accountability,Safety,Employees,Trauma,Costs,Minority Groups,Racial Bias,Ethnicity,Geographic Location,Crime,Delinquency,Facilities,Privacy,Maintenance,Training,Juvenile Gangs,Sexual Abuse,Behavior Modification,Mental Health,Physical Health,Access to Health Care,Gender Differences,Suicide,Injuries,Programs,Intervention,Recreational Activities,Access to Education,High Schools,Special Education,Expenditures,Attendance,Family Relationship,Barriers,Undocumented Immigrants

California's state youth correctional system, the Division of Juvenile Justice (DJJ), is violent, isolated, and lacks accountability. Fights and riots are a part of daily life and create a culture of fear. DJJ's violent conditions are concealed by an absence of state oversight and the facilities' long distances from youths' families and communities. For decades, DJJ, and the agencies that preceded it, cycled through numerous controversies. Despite frequent attempts at reform, the state system has continued to subject generations of California youth to inhumane conditions and lasting trauma. This report aims to examine life in DJJ, from staffing to safety to reentry. Too often, the story of youth confinement is told by those who operate institutions. The authors have highlighted the experiences of young people who know firsthand the challenges of navigating the system and are grappling with everyday life on the outside. Their insight forms the basis of the conclusions, namely that DJJ leaves youth traumatized, disconnected, and poorly prepared for life after release. Today, as it has for more than 100 years, the state system is failing youth, their families, and their communities, and is neglecting its most basic obligation: to rehabilitate young people and keep them safe.
Career and Technical Education (CTE) Standards. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Vocational Education,Academic Standards,Relevance (Education),Career Readiness,Secondary Education,Postsecondary Education,Alignment (Education),School Business Relationship,Stakeholders,State Standards

Career and Technical Education (CTE) standards can be defined as clearly articulated expectations of what students should know and be able to do at the end of a CTE program or course. Similar to other academic standards, CTE standards may be course specific and created in conjunction with expert and community stakeholder input and review. This Center on Standards and Assessments Implementation (CSAI) update outlines what CTE standards are and their role in educational offerings for students. Included are resources that can be used to guide the development of CTE standards or programs.
1% Assessment Participation Cap on Students with Significant Disabilities. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Alternative Assessment,Student Participation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal State Relationship

The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), contains a requirement for a 1% cap on the participation of students with the most significant cognitive disabilities in the state alternate assessment, based on alternate academic achievement standards. The 1% cap is designed to limit the number of students with disabilities who are assessed with a state's alternate assessment. This Center on Standards and Assessments Implementation (CSAI) update provides an overview of the 1% assessment participation cap, which is designed to limit the number of students with disabilities who are assessed with a state alternate assessment. Frequently asked questions about the 1% cap and and its impact on state assessment practices are addressed.
Does Evaluation Distort Teacher Effort and Decisions? Quasi-Experimental Evidence from a Policy of Retesting Students. CEP Discussion Paper No. 1612
Author: Aucejo, Esteban
Date: 2019-04-00
Type: Reports - Research
Subjects: Teacher Evaluation,Student Evaluation,Mathematics Tests,Scores,Testing,Error of Measurement,Outcomes of Education,Educational Policy,State Policy,Individual Differences,Teacher Student Relationship,Grading

Performance evaluation may change employee effort and decisions in unintended ways, for example, in multitask jobs where the evaluation measure captures only a subset of (differentially weights) the job tasks. We show evidence of this multitask distortion in schools, with teachers allocating effort across students (tasks). Teachers are evaluated based on student test scores; students who fail the test are retested 2-3 weeks later; and only the higher of the two scores is used in the teachers' evaluations. This retesting feature creates a sharp difference in the returns to teacher effort directed at failing versus passing students, even though both barely failing and barely passing students have arguably equal educational claim on (returns to) teacher effort. Using RD methods, we show that students who barely fail the end of school-year &quot;t&quot; math test, and are then retested, score higher one year later (&quot;t&quot;+1) compared to those who barely pass. This difference in scores occurs during the four years of the retest policy, but not in the years before or after. We find no evidence that the results arise from retesting &quot;per se,&quot; or from changes in students' own behavior alone. The results suggest teachers give more effort to some students (tasks) simply because of the evaluation system incentives.
Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
Author: De Philippis, Marta
Date: 2019-05-00
Type: Reports - Research
Subjects: Parent Influence,Human Capital,Cultural Differences,Foreign Countries,Parent Background,Socioeconomic Status,Educational Attainment,Immigration,Achievement Tests,Secondary School Students,Achievement Gap,Employment Level,Language Usage,Family Environment,Books

This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
Widening the High School Curriculum to Include Soft Skill Training: Impacts on Health, Behaviour, Emotional Wellbeing and Occupational Aspirations. CEP Discussion Paper No. 1630
Author: Lordan, Grace
Date: 2019-07-00
Type: Reports - Research
Subjects: Secondary School Curriculum,High School Students,Health Education,Economics Education,Quality of Life,Well Being,Foreign Countries,Gender Differences,Occupational Aspiration,Values Education,Interpersonal Competence,Social Development,Emotional Development,Outcomes of Education,Secondary School Students

From 2020 the health and relationships aspects of Personal, Social, Health and Economic Education will be compulsory in UK schools for adolescents. However less is known about how it can be taught in an effective manner. We examine, through a randomised trial, the impact of an evidenced based health related quality of life (HRQoL) curriculum called &quot;Healthy Minds&quot; that ran in 34 high schools in England over a four-year period. We find robust evidence that &quot;Healthy Minds&quot; positively augments many physical health domains of treated adolescents. We also find some evidence that &quot;Healthy Minds&quot; positively affects behaviour, but has no significant impact on emotional wellbeing. We find notable gender effects, strongly favouring boys. We also present evidence that &quot;Healthy Minds&quot; changes career aspirations, with those exposed to treatment being less likely to choose competitive work and more likely to choose work that involves &quot;people-skills&quot;. Overall our work illustrates the potential for later childhood interventions to promote HRQoL and develop the career aspirations of adolescents.
Summary of Recommendation 1 from the WWC Practice Guide &quot;Teaching Secondary Students to Write Effectively&quot;
Author: Nebraska Department of Education
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Secondary School Students,Adolescents,Writing Strategies,Direct Instruction,Writing Processes,Audience Awareness,Models,Self Evaluation (Individuals),Reflection,Peer Evaluation,Writing Improvement

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Secondary Students to Write Effectively,&quot; offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the first of the three recommendations: Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle. The most effective way to teach writing is through: (1) explicit and direct instruction; and (2) utilizing a Model-Practice-Reflect cycle. Explicit and direct instruction suggests teaching students specific components of the writing process in addition to learning how to select and execute the steps of the writing process strategies. Through the second method, students should be able to observe a strategy being used, practice the strategy on their own, and then evaluate their own writing and use of the strategy. These strategies applied in tandem support improvement in student writing. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Secondary Students to Write Effectively. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2017-4002,&quot; see ED569984.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Teaching Secondary Students to Write Effectively&quot;
Author: Nebraska Department of Education
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Secondary School Students,Adolescents,Writing Strategies,Reading Writing Relationship,Reflection,Models,Writing Skills,Integrated Activities

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Secondary Students to Write Effectively,&quot; offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the second of the three recommendations: Integrate writing and reading to emphasize key writing features. Combining both writing and reading into classroom instruction and assignments supports students in leaning essential features of effective texts. By reviewing and reflecting on exemplar texts, students can strengthen their writing. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Secondary Students to Write Effectively. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2017-4002,&quot; see ED569984.]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Teaching Secondary Students to Write Effectively&quot;
Author: Nebraska Department of Education
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Secondary School Students,Adolescents,Writing Strategies,Writing Evaluation,Feedback (Response),Formative Evaluation,Individualized Instruction,Writing Assignments,Time Management

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Secondary Students to Write Effectively,&quot; offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the third of the three recommendations: Use assessments of student writing to inform instruction and feedback. The formative assessment cycle is a process where teachers regularly assess student skill levels, adapt instruction based on the assessment data, and then reassess skill levels. When teachers monitor student progress throughout the entire writing process, it provides helpful information for lesson planning and provides additional feedback to students. Assessment should occur on a regular basis, not just through final written products. This helps teachers better understand student progress and therefore can provide students with targeted instruction. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Secondary Students to Write Effectively. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2017-4002,&quot; see ED569984.]
Promoting Literacy Outside the School Environment. Autism at-a-Glance
Author: Morrow, C.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,High School Students,Adolescents,School Personnel,Family (Sociological Unit),Family Needs,Student Needs,Literacy Education,Reading Comprehension,Vocabulary,Grammar,Writing Skills,Student Interests,Prior Learning,Visual Aids,Difficulty Level,Teaching Methods,Educational Resources,Oral Reading,Questioning Techniques,Positive Reinforcement

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support parents and other family members in supporting adolescents on the autism spectrum as they develop their literacy at home and in the community.
Supporting Independence in Daily Living Skills. Autism at-a-Glance
Author: Hayek, L.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Daily Living Skills,High School Students,Adolescents,Student Needs,School Personnel,Family Needs,Young Adults,Barriers

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in promoting independence in daily living skills for adolescents and young adults on the autism spectrum.
How Playful Learning Can Help Leapfrog Progress in Education
Author: Winthrop, Rebecca
Date: 2019-04-00
Type: Reports - Research
Subjects: Play,Academic Achievement,Educational Innovation,Student Centered Learning,Inquiry,Interpersonal Relationship,Foreign Countries,Low Income Students,Elementary School Students,Children,Technology Integration,21st Century Skills,Skill Development,Game Based Learning,Financial Support,Nongovernmental Organizations,Program Effectiveness,Experiments,Competency Based Education

Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
Individual Differences in Fraction Arithmetic Learning
Author: Braithwaite, David W.
Date: 2019-04-00
Type: Reports - Research
Subjects: Individual Differences,Fractions,Arithmetic,Mathematics Instruction,Student Characteristics,Learning Strategies,Behavior,Bias,Error Patterns,Learning Theories,Simulation,Middle School Students,Mathematics Achievement

Understanding fractions is critical to mathematical development, yet many children struggle with fractions even after years of instruction. Fraction arithmetic is particularly challenging. The present study employed a computational model of fraction arithmetic learning, FARRA (Fraction Arithmetic Reflects Rules and Associations; Braithwaite, Pyke, and Siegler, 2017), to investigate individual differences in children's fraction arithmetic. FARRA predicted four qualitatively distinct patterns of performance, as well as differences in math achievement among the four patterns. These predictions were confirmed in analyses of two datasets using two methods to classify children's performance--a theory-based method and a data-driven method, Latent Profile Analysis. The findings highlight three dimensions of individual differences that may affect learning in fraction arithmetic, and perhaps other domains as well: effective learning after committing errors, behavioral consistency versus variability, and presence or absence of initial bias. Methodological and educational implications of the findings are discussed. [This paper was published in &quot;Cognitive Psychology&quot; v112 p81-98 Apr 2019.]
Differential Validity and Prediction of the SAT®: Examining First-Year Grades and Retention to the Second Year
Author: Marini, Jessica P.
Date: 2019-07-00
Type: Reports - Research
Subjects: Predictor Variables,Test Validity,Academic Achievement,Academic Persistence,College Students,College Admission,Scholarships,Academic Advising,Gender Differences,Racial Differences,Ethnicity,Parent Background,Educational Attainment,English,Language Usage,Private Colleges,Selective Admission,Scores,Minority Group Students,Progress Monitoring,Grade Point Average,High School Students,College Entrance Examinations,Enrollment,Undergraduate Study

This study examines the validity of the current SAT® as a predictor of first-year academic performance and retention to the second year by student and institutional subgroups across more than 223,000 students from 171 four-year institutions. Results show that institutions can feel confident using SAT scores and HSGPA for admission, scholarship, and advising/retention decisions across various student and institutional subgroups. Similar to previous research, we found that the SAT and HSGPA tend to have slightly stronger predictive relationships with FYGPA for female students, Asian and white students, students with higher parental education levels, and students whose best language is English Only. Across institutional subgroups, SAT and HSGPA tended to have slightly stronger predictive relationships with FYGPA at private institutions and small institutions. Also, compared to HSGPA, SAT scores tended to have stronger relationships with FYGPA at more selective institutions. However, the reverse was true at less selective institutions. As previously found, SAT scores and HSGPA tended to overpredict FYGPA for underrepresented minority students, male students, and students with lower parental education levels; SAT and HSGPA slightly underpredict FYGPA for female students. SAT scores showed clear positive relationships with retention to the second year across all student and institutional subgroups examined. Additional retention analyses indicated that monitoring student underperformance (calculated using the difference between the actual FYGPA and a predicted FYGPA based on SAT scores and HSGPA) can be a useful approach in identifying which students may be less likely to return, across all student and institutional subgroups. In general, we find that the utility of the SAT, and its added informational value above HSGPA to predict FYGPA and retention, holds across the student and institutional subgroups examined in this study.
Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2019-140
Author: Taie, Soheyla
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Institutional Characteristics,Public Schools,Private Schools,Elementary Schools,Secondary Schools,National Surveys,Elementary Secondary Education,Lunch Programs,Individualized Education Programs,Online Courses,Charter Schools,Extended School Day,School Schedules,Special Education,Time Factors (Learning),Dual Enrollment,Administrator Surveys,Teacher Surveys

The 2017-18 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. This report presents selected findings from the Public and Private School Data Files of the 2017-18 NTPS, representing results of the second collection of NTPS. The 2017-18 NTPS uses a school-based sample of public and private schools. All principals associated with the sampled public and private schools were also included in the sample. Teachers associated with a selected school were sampled from a list of teachers that was provided by the school, collected from school websites, or purchased from a vendor. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. Three appendices are included in the report.