ethanporcaro/eric-fulltext-meta huggingface dataset:
Can We Measure Classroom Supports for Social-Emotional Learning? Applying Value-Added Models to Student Surveys in the CORE Districts. Working Paper
Author: Meyer, Robert
Date: 2019-10-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Value Added Models,School Districts,Student Surveys,Student Attitudes,Grade 5,Elementary School Students,Self Efficacy,Self Management,Social Cognition,Mathematics Achievement,English,Language Arts,Classroom Environment,Academic Achievement,Correlation,Outcomes of Education,Self Evaluation (Individuals),Comparative Analysis

Teachers play a critical role in establishing classroom and school environments that contribute to students' social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students' [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California's CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed--growth mindset, self-efficacy, self-management, and social awareness--and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students' SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students' growth in SEL appears similar to impacts on students' growth in ELA and math, although the growth models of SEL do not perform as well as growth models of academic outcomes. Results suggest that across-classroom-within-school impacts may be larger in magnitude than across-school impacts on students' SEL growth. Finally, we show that there are generally low correlations between classroom-level growth in SEL and classroom-level growth in ELA or math; however, growth mindset stands apart from the other three SEL constructs in that there is a moderately strong relationship. By assessing whether we can develop a sound approach for measuring classroom-level impacts on students' SEL, we aim to contribute to the growing body of knowledge about appropriate and innovative uses of data on students' non-cognitive and social-emotional learning. [For the policy brief, &quot;Can We Measure Classroom Supports for Social-Emotional Learning?,&quot; see ED600449.]
Problem Solving in Technology-Rich Environments, Adult Education and Training, and Income: An International Comparison Using PIAAC Data
Author: Nwakasi, Candidus C.
Date: 2019-10-07
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Adult Education,Income,Foreign Countries,Comparative Education,Adults,Critical Thinking,Age Groups,Age Differences,Scores,Technology,Gender Differences,Wages,International Assessment,Competence

The high dependence on technology for economic activities in developed countries stresses the importance of lifelong learning in order to equip adult workers with the skills required to perform work related tasks, and also increase labor force participation. We use data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), participation in adult education and training (AET), and income in Australia, Finland, Japan (high PSTRE scoring countries), Chile, Greece (low PSTRE scoring countries), Ireland, Estonia, and the United States (similarly scoring countries). Although PIAAC measured literacy, numeracy, and PSTRE skills, our research focus is on PSTRE because of its emphasis on problem-solving skills and critical thinking. These skills are undoubtedly important in any global economy currently experiencing rapid technological transformation. In four of five age groups, Japan had the highest PSTRE scores. With the exception of Greece, PIAAC respondents in the oldest age group had lower PSTRE scores than younger age groups. Men had higher PSTRE scores than women in all countries except Australia and Greece. Overall, those with higher PSTRE scores were more likely to participate in AET but there were variations by age, income, and education categories. Greater PSTRE scores were associated with higher hourly wages in the U.S. Australia and Estonia whereas no significant association was observed in other countries. With limited availability of data, females benefited financially from higher PSTRE scores more than males in the U.S., Finland, Ireland and Japan.
Funding Individual Learning Accounts in the Latter Half of Life: A Comparison of Initiatives in Four Countries
Author: Harrington, A. Katherine
Date: 2018-10-01
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Older Adults,Educational Finance,Comparative Education,Program Implementation,Foreign Countries,Continuing Education,Government Role,Private Sector,Access to Education,Employers,Adult Students

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the published conference paper, see ED597554.]
Adult Education and Training Participation Trends by the Middle-Aged Adults in the U.S. and Selected OECD Countries
Author: Cummins, Phyllis A.
Date: 2018-10-01
Type: Speeches/Meeting Papers
Subjects: Adult Education,Educational Trends,Adults,Participation,Employment,Unemployment,Age Differences,Labor Force Nonparticipants,Foreign Countries,Surveys

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force.
An Analysis of the Effects of Implementing Personalized Learning Connections in Broward County Public Schools. Working Paper
Author: Sass, Tim R.
Date: 2019-09-00
Type: Reports - Research
Subjects: Public Schools,Individualized Instruction,High Schools,Program Effectiveness,Academic Education,Social Development,Emotional Development,Attendance,Discipline,Program Implementation,Integrity,High School Students,Suspension,Testing

This report analyzes the effects of implementing a personalization for academic and social emotional learning (PASL) program in selected Broward County high schools. PASL was implemented with a continuous improvement model promoting deliberate adaptations to class- and school-level conditions. PASL practices include goal setting, use of data, educator teams, and points of contact between teachers and students. The implementation of PASL started at three high schools in 2014-2015 (the &quot;innovation year&quot;) and expanded to an additional five high schools in the 2015-2016 &quot;scale-out year.&quot; Because of the nature of the adaptive continuous improvement, there were many differences in implementation and treatment practices across schools. As a result of these differences, the authors analyze program effects both collectively and on a school-by-school basis. Overall, the effects of PASL were quite varied across schools and outcomes. Findings revealed the most consistent evidence of an impact of PASL is a reduction of major disciplinary incidents in the innovation schools, although there was still a good deal of variation. Additionally, the schools with the most consistent evidence of a positive impact of PASL had the highest levels of implementation integrity.
The Roles of Education, Literacy, and Numeracy in Need for Health Information during the Second Half of Adulthood: A Moderated Mediation Analysis
Author: Yamashita, Takashi
Date: 2019-04-15
Type: Information Analyses
Subjects: Older Adults,Information Seeking,Information Sources,Educational Attainment,Correlation,Health Materials,Information Needs,Numeracy,Literacy,Health Behavior,Health Personnel,Self Evaluation (Individuals)

We examine complex pathways that link health information seeking behavior with education and health literacy (decomposed into general literacy and numeracy), and how these pathways differ by perceived health status (need) among a nationally representative sample of Americans age 50 and older (n = 2,750). Data come from the Program for International Assessment of Adult Competencies (PIAAC). Multi-group structural equation models were used to examine the use of eight health information sources (newspapers, magazines, internet, radio, TV, books, friends/family, and health professionals). Findings partially support the long-standing notion that health seeking behaviors are directly linked to educational attainment, and provide some of the first nationally representative evidence for how education functions through distinct health literacy components to shape health information seeking behaviors by health status. Findings from this moderated mediation analysis point to the importance of examining, and addressing, health literacy disparities in access to and use of health information. [This paper will be published in &quot;Journal of Health Communication.&quot;]
Calculating SAT Test Prep Course Return on Investment: A Reanalysis of the Systematic Scientific Literature Review
Author: Carmichael, Ryan
Date: 2019-11-18
Type: Information Analyses
Subjects: College Entrance Examinations,Aptitude Tests,Test Preparation,Outcomes of Education,Instructional Effectiveness,Regression (Statistics),Computation,Educational Research

All studies with randomized controlled experiments (scientific studies) on the effectiveness of SAT test preparation courses were analyzed to find SAT prep's true effectiveness (the average point change to average course hours ratio). The scientific studies complete with both known average point change and known average course length (complete scientific studies) revealed a ratio of +3.29 points per hour with the independent complete scientific studies yielding +6.42 points per hour and the College Board/ETS complete scientific studies yielding +2.84 points per hour. Next, a regression analysis was performed on each data set in order to gauge the strength of the course hours variable at predicting point change outcomes across studies with substantively different treatments. The independent complete scientific studies yielded the largest regression correlation (78.37%) and the most recommendable and practical equation found by the present study (5.04x + 10.5 = y). The historical context was then analyzed and reconciled with the above findings.
For Every Child, Every Right: The Convention on the Rights of the Child at a Crossroads
Author: United Nations Children's Fund (UNICEF)
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Children,Childrens Rights,Foreign Countries,International Law,Treaties,Poverty,Immunization Programs,Climate,Education,Marriage,Urbanization,Death,Data,Investment

On 20 November 1989, the United Nations General Assembly adopted the Convention on the Rights of the Child, a landmark achievement that has since become the world's most widely ratified human rights treaty. The Convention sets strict standards for signatory governments to protect the rights of every child. Published in connection with the 30th anniversary of the Convention, this report is intended as an advocacy tool to both celebrate the achievements of the past three decades and generate dialogue on the critical work that remains -- especially for children who have been left behind. Based on the latest available data, the report outlines a selected set of issues that need urgent attention. It also advocates for all stakeholders to recommit to the Convention, stepping up their efforts to fulfil its promise in the next 30 years. Where there is political will and determination, the report concludes, children's lives and well-being will improve.
Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume I: Final Report
Author: Zehler, Annette M.
Date: 2019-05-00
Type: Reports - Research
Subjects: English Language Learners,Elementary Secondary Education,Public Schools,Educational Technology,Technology Uses in Education,Internet,Access to Computers,Technology Integration,Teaching Methods,Instructional Effectiveness,Barriers,Educational Needs,Faculty Development

In the 2015-16 school year, there were 4.8 million English learners (ELs) students in grades K-12 in U.S. public schools, accounting for 10 percent of all enrolled students (U.S. Department of Education 2018). Over school years 2009-10 to 2014-15, 32 states saw increases in their EL student enrollments, and for five of those states, the increases were over 40 percent (U.S. Department of Education 2017a). Also, over the past decades, teachers have gained increased access to digital technologies for instruction (U.S. Department of Education 2017b). For example, as of 2009, almost every public school (98 percent) had internet access and almost all teachers (97 percent) had one or more computers in their classrooms (Gray, Thomas, and Lewis 2010a, 2010b). Many teachers report using Digital Learning Resources (DLRs) to enhance and differentiate their students' language and content area instruction. This report describes data collected in school year 2016-17 to learn about the use of DLRs in instructing EL students through a nationally representative survey of districts that enrolled EL students and a teacher survey that included mainstream teachers of EL students and EL specialists. The teacher sample was not nationally representative and those results should be interpreted with caution. The study included six case studies to provide illustrative vignettes and practitioner comments. [For the technical appendices, see ED600462.]
Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume II: Technical Appendices
Author: Zehler, Annette M.
Date: 2019-05-00
Type: Reports - Research
Subjects: English Language Learners,Elementary Secondary Education,Public Schools,Educational Technology,Technology Uses in Education,Internet,Access to Computers,Technology Integration,Teaching Methods,Instructional Effectiveness,Barriers,Educational Needs,Faculty Development,Research Methodology,Teacher Role,Teacher Competencies,Self Efficacy

This is the technical appendices for the report, &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners.&quot; Five appendices are included. The appendices are: (1) Methodology; (2) District Context and Teacher Background; (3) Supplemental Exhibits; (4) Data Collection Instruments; and (5) Digital Learning Resource Matrix and Digital Support Features Matrix. [For the full report, see ED600461.]
Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Respondents on Data Quality. Working Paper
Author: Vriesema, Christine Calderon
Date: 2019-10-00
Type: Reports - Research
Subjects: Data Analysis,Educational Policy,Decision Making,Student Attitudes,Student Surveys,Social Development,Emotional Development,Elementary School Students,Secondary School Students,Incidence,Policy Formation,Behavior Patterns,Student Characteristics,Self Efficacy,Interpersonal Competence,Social Cognition,Metacognition,Self Control,Identification,Correlation

Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand student satisficing (suboptimal responding on surveys) and its impact on data quality, we examined the pervasiveness and impact of this practice on a large-scale social-emotional learning survey administered to 409,721 students in grades 2-12. Findings indicated that despite the prevalence of satisficing in our sample, its impact on data quality appeared more modest than anticipated. We conclude by providing an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers working with large-scale datasets.
Districts&apos; Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 2 -- Technical Appendices
Author: Levin, Jesse
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,Funding Formulas,Educational Equity (Finance),Elementary Secondary Education,Educational Policy,Institutional Autonomy,School Administration,Profiles,Case Studies,Budgets,Educational Legislation,Decision Making,Principals,Administrator Attitudes,Administrator Surveys,Comparative Analysis,Professional Autonomy,English Language Learners,Students with Disabilities,Poverty,Institutional Characteristics,Faculty Development,Teacher Selection,Personnel Selection,Media Selection,Federal Legislation,Accountability,Expenditure per Student,Low Income Students

&quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1,&quot; is intended to provide both practitioners and policymakers with detailed information about the design, implementation, and outcomes of weighted student funding (WSF) systems in the United States. Findings of the study may enable districts who are implementing WSF -- or considering whether to adopt a WSF system -- to learn from the examples and experiences of other districts who have pursued this approach to improving equity and governance in education. In addition, to the original report, this document contains the technical appendices and is intended to be the companion report to Volume 1. This report provides detailed supplemental information to the main report suitable for the interested reader. Appendix A provides short profiles of the WSF systems used in each case study district. Appendix B provides the statutory authorizing language for the Student-Centered Funding pilot. Appendix C provides a more detailed description of the study methodology, including sample selection and data collection and analysis methods for the surveys, interviews, extant documentation, and fiscal data. Appendix D provides supplemental data tables and charts. Appendix E provides the data collection surveys. A list of exhibits is also provided. [For &quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1 -- Final Report,&quot; see ED600460.]
U.S. Department of Education Plan and Policy Development Guidance for Public Access: Improving Access to Results of Federally Funded Scientific Research
Author: Department of Education (ED)
Date: 2016-10-21
Type: Reports - Descriptive
Subjects: Access to Information,Scientific Research,Educational Research,Federal Aid,Public Agencies,Data,Publications,Program Implementation,Compliance (Legal)

This Memorandum is issued in response to the February 22, 2013, Office of Science and Technology (OSTP) Memorandum for the Heads of Executive Departments and Agencies, &quot;Increasing Access to the Results of Federally Funded Scientific Research.&quot; Through this Memorandum, OSTP directed all agencies with greater than $100 million in research and development expenditures each year to prepare a plan for improving the public's access to the direct results of Federally funded research. The U.S. Department of Education (ED) encourages researchers to maximize the data made available to the public. The U.S. Department of Education Plan and Policy Development Guidance for Public Access: Improving Access to Results of Federally Funded Scientific Research (ED PPDG) establishes objectives to improve public access to peer-reviewed scholarly publications and digital data arising from ED-funded research, with particular emphasis on data reported in peer-reviewed publications. The majority of research and development activities at ED are supported through discretionary grants administered by the two research centers of the Institute of Education Sciences (IES). Smaller investments in research and development are supported through the Office of Special Education and Rehabilitative Services (OSERS), Office of Postsecondary Education (OPE), and Office of Career, Technical, and Adult Education (OCTAE). The ED PPDG is aligned with current public access policies and ongoing implementation at IES.
Study of the Implementation of the &quot;ESEA&quot; Title I -- Part C Migrant Education Program. Volume II: Technical Appendices
Author: Anderson, Leslie M.
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Migrant Education,Migrant Children,Identification,Student Recruitment,Information Transfer,Student Records,Cooperation,Student Mobility,Academic Support Services,Social Services,Referral,Administrator Surveys,Interviews

This document includes seven technical appendices that accompany the full report, &quot;Study of the Implementation of the ESEA Title I -- Part C Migrant Education Program.&quot; The appendices include the following: (1) Appendix A: Statutory Provisions for the Migrant Education Program; (2) Appendix B: A Brief History of the Migrant Student Information Exchange (MSIX); (3) Appendix C: State MEP Director Survey Instrument; (4) Appendix D: Regional/Local MEP Coordinator Survey Instrument; (5) Appendix E: State MEP Director Interview Guide; (6) Appendix F: Regional/Local MEP Coordinator Interview Guide; and (7) Appendix G. Supporting Data for Exhibits. [For the full report, see ED600466.]