ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Insights from PISA 2018 for the United Kingdom. NFER Education Briefings
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Reading Achievement,Mathematics Achievement,Science Achievement,Comparative Analysis,Trend Analysis,Achievement Gap,Regional Characteristics,Differences,Socioeconomic Background,Gender Differences,Reading Habits,Bullying,Life Satisfaction,Teachers,Resource Staff,Principals,Student Evaluation

The Programme for International Student Assessment (PISA) is a worldwide research project involving schools and students in over 79 countries. It is run by the OECD [Organisation for Economic Co-operation and Development], takes place every three years, and is designed to examine how 15-year-olds can apply what they have learned in school to real life situations. This briefing provides an introduction to PISA 2018 and its key findings in the United Kingdom. Each cycle of PISA has a different focus. The main focus in PISA 2018 was reading, but it also included questions on mathematics and science. PISA also gathers extensive background information about pupils' home and school learning environments and experiences. This information can provide powerful insights into how well education systems are functioning, and how teaching and learning can be improved for all pupils in the UK and around the world. Pupils in England, Wales and Scotland were less satisfied than the OECD average while pupils in Northern Ireland were similar to the OECD average in their satisfaction with their lives. The results reflect the attitudes of students in the study and warrants further investigation. [NFER was contracted to carry out PISA 2018 in the UK on behalf of the Departments of Education in England, Wales, Northern Ireland and Scotland.]
Romania: Early Childhood Development. SABER Country Report, 2019
Author: Adams, Lindsay
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Child Development,Young Children,Preschool Education,Child Health,Access to Health Care,Access to Education,Pregnancy,Nutrition,Parent Education,Child Welfare,Public Policy,Early Childhood Education,Resource Allocation,Financial Support,Educational Finance,Educational Policy,Rural Urban Differences,Minority Groups,Socioeconomic Status,Quality Assurance,Standards

The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results--from administrators, teachers, and parents to policymakers and business people--an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of Early Childhood Development in Romania.
Mexico: Can Mobile Tutors Improve Learning in Remote Schools? From Evidence to Policy. Learning What Works for Better Programs and Policies
Author: Agostinelli, Francesco
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Rural Areas,Rural Education,Access to Education,Educational Quality,Tutoring,Tutors,Program Effectiveness,Intervention,Disadvantaged Youth,Itinerant Teachers,Literacy Education,Social Development,Emotional Development,Mathematics Skills,Reading Skills,Elementary School Students,Parent Participation,College Graduates,Training

Achieving inclusive and quality education for all is a global priority, and policymakers are still grappling with the best ways to ensure the poorest and most marginalized children are in school and learning. About 120 million children, many from rural areas, are still out of school, despite a recent global push for universal access to education. Even when they stay in school, children from poor, rural areas often show the lowest gains in learning. Recruiting and retaining teachers to work in remote areas is a major challenge, and many low and middle-income countries rely on members of the community to teach local schools. [The Evidence to Policy note series is produced by the World Bank's Strategic Impact Evaluation Fund (SIEF). Additional funding provided by the Children's Investment Fund Foundation (CIFF).]
Reading Framework for the 2015 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Reading Skills,Critical Reading,National Competency Tests,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Reading Tests,Cognitive Processes,Multiple Choice Tests,Student Evaluation,Fiction,Nonfiction,Poetry,Reading Achievement,Reading Comprehension,Reading Programs,Interpretive Skills,Literacy,Vocabulary,Educational Legislation,Federal Legislation

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering multiple-choice and constructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. This document, the &quot;Reading Framework for the 2015 National Assessment of Educational Progress,&quot; presents the conceptual base for, and discusses the content of, the assessment. This framework recognizes that reading behaviors such as recognizing and using features of text, making sense of sentences and paragraphs, and comprehending vocabulary occur regardless of text type. The framework includes the following cognitive targets, or behaviors and skills, for items from both literary and informational texts: locate/recall, integrate/interpret, and critique/ evaluate. These cognitive targets illustrate the complex nature of the reading process whereas the corresponding behaviors highlight the different behaviors elicited by different text types. [For the &quot;2015 Abridged Reading Framework for the National Assessment of Educational Progress,&quot; see ED604435.]
2015 Abridged Reading Framework for the National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Reading Skills,Critical Reading,National Competency Tests,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Reading Tests,Cognitive Processes,Multiple Choice Tests,Student Evaluation,Fiction,Nonfiction,Poetry,Reading Achievement,Reading Comprehension,Reading Programs,Interpretive Skills

The reading framework for the 2015 National Assessment of Educational Progress (NAEP) presents the assessment's conceptual base and discusses its content. The framework describes the types of texts and questions that should be included in the assessment, as well as how the questions should be designed and scored. This report provides highlights of the &quot;Reading Framework for the 2015 National Assessment of Educational Progress,&quot; (ED604434).
T Levels Research: How Are Providers Preparing for Delivery? Follow-Up Report
Author: Straw, Suzanne
Date: 2019-12-00
Type: Reports - Research
Subjects: Technical Education,Foreign Countries,Teaching Methods,Educational Planning,Educational Research,Vocational Education,Secondary Education,Teacher Competencies,Job Skills,Employment Qualifications,Postsecondary Education

This report provides a follow-up to the T Levels Research Study report, which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER's T Levels round table event, which was held in October 2019. The aim of the round table was to: (1) explore whether the T Levels research findings still resonated with providers and key sector representatives; (2) discuss the progress that had been made since the research was completed, as well as the challenges that had been tackled and those that remained; and (3) suggest the actions that needed to be taken by providers, policy makers and other key stakeholder to make T Levels a success. During the round table, providers reiterated that they welcomed being involved in T Levels from the beginning, were generally optimistic about the future of T Levels and were embracing the opportunity to be involved in the development phase. However, a number of challenges remain which they are proactively tackling and seeking solutions. Two appendices are included in the report. [For &quot;T Levels Research: How Are Providers Preparing for Delivery?&quot; see ED599354.]
How Aware Are Schools of T Levels? A Survey of Senior Leaders and Classroom Teachers
Author: Straw, Suzanne
Date: 2020-03-00
Type: Reports - Research
Subjects: Technical Education,Readiness,Teacher Competencies,Barriers,Knowledge Level,Teacher Role,Foreign Countries,Leadership Responsibility,Career Choice,Teacher Influence,Secondary School Teachers,Secondary Education,Job Skills,Career Development,Secondary School Students

Over the past year, National Foundation for Educational Research (NFER) has been undertaking research on T Levels focusing on providers' preparations for the delivery of the first T Levels in Digital, Construction, and Education and Childcare, which are being delivered from September 2020. The first research report and follow-up report have highlighted positive progress, with providers being generally confident in their capacity to deliver from September. However, a number of challenges have been identified, with the awareness of school students and their parents/carers being a key area that still needs attention. Given that teachers are well placed to provide information to students and parents/carers on T Levels, NFER decided to explore their awareness of these new qualifications by including questions in the November 2019 Teacher Voice Omnibus Survey. This survey of over 700 senior leaders and classroom teachers found that, whilst most senior leaders were aware of T Levels, there was much lower awareness amongst classroom teachers. Around two-fifths of classroom teachers had heard of these new qualifications. In addition, the vast majority of respondents who were aware of T Levels were not well informed about them. As teachers can play an important role in raising the awareness of students and their parents/carers of post-16 options, more progress in informing schools about T Levels is needed. An appendix is included in the report. [For &quot;T Levels Research: How Are Providers Preparing for Delivery? Follow-Up Report,&quot; see ED604436.]
Mathematics Framework for the 2015 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Mathematics Achievement,Mathematics Skills,Grade 4,Grade 8,Grade 12,Educational Assessment,Test Items,Student Evaluation,Mathematics Tests,Mathematics Curriculum,Test Construction,Test Format,Test Content,Difficulty Level

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the subject, curriculum specialists about the level and nature of student achievement, and policymakers about factors related to schooling and its relationship to student proficiency in mathematics. The NAEP Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. This unique measure allows for comparisons of students' knowledge of mathematics since it was first administered in 1973. The main NAEP Assessment is administered at the national, state, and selected urban district levels. Results are reported on student achievement in grades 4, 8, and 12 at the national level, and for grades 4 and 8 at the state level and for large urban districts that volunteered to participate. The main NAEP Assessment is based on a framework (such as this one) that can be updated periodically. The &quot;2015 Mathematics Framework&quot; reflects changes from 2005 in grade 12 only; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2015 assessment. Special analyses have also determined that main NAEP trend lines from 2005 can continue at 12th grade for the 2015 assessment. Taken together, the NAEP Assessments provide a rich, broad, and deep picture of student mathematics achievement in the United States. These reports provide comprehensive information about what students in the United States know and can do in the area of mathematics. These reports present information on strengths and weaknesses in students' knowledge of mathematics and their ability to apply that knowledge in problem-solving situations. In addition, these reports provide comparative student data according to gender, race/ethnicity, socioeconomic status, and geographic region; describe trends in student performance over time; and report on relationships between student proficiency and certain background variables. [For the 2013 report, see ED542064.]
25 Years of LSAY: Research from the Longitudinal Surveys of Australian Youth
Author: Forrest, Cameron, Ed.
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Longitudinal Studies,Surveys,Youth,Educational Research,Vocational Education,Family Characteristics,Educational Experience,Outcomes of Education,Employment,Education Work Relationship,Socioeconomic Status,Equal Education,Equal Opportunities (Jobs),Educational Attainment,Higher Education,Access to Education,Career Guidance,Disproportionate Representation,Females,Mathematics Education,Self Efficacy,Self Concept,Occupational Aspiration,Stopouts,Student Employment,Secondary School Students,Out of School Youth,Unemployment,Secondary School Science,Transfer Students

The Longitudinal Surveys of Australian Youth (LSAY) are a series of nationally representative surveys of young people, which follow their transitions from compulsory schooling to postschool education and into employment. The survey program is administered by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government Department of Education, Skills and Employment. This publication presents research highlights from the past 25 years of the LSAY program, with a focus on schooling, vocational education and training (VET) in schools programs, the influences of socioeconomic status and demographics on later opportunities, and pathways taken from school into further education and the workforce. In late 2018, the National Centre for Vocational Education Research (NCVER) identified the previous research that best demonstrated the broad coverage of the LSAY data. The authors of those studies were invited to submit summaries for inclusion in this publication. A total of 14 submissions have been organised into the following six sections: (1) Research using LSAY: Reflections from Tom Karmel; (2) Socioeconomic status and family background; (3) VET in schools; (4) School experiences, maths, and expectations of enrolling in university; (5) Employment and post-school outcomes; and (6) An overview of school-to-work transitions. [The following authors summarized their research into chapters for this publication: Alison Anlezark, Jenny Chesters, Emerick Chew, Grant Cooper, David D. Curtis, Tom Karmel, Helen Law, Jung-Sook Lee, Philip Parker, Francisco Perales, Cain Polidano, Rasika Ranasinghe, Joanna Sikora, John Stanwick, Domenico Tabasso, Wojtek Tomaszewski, and Ning Xiang.]
Reading Framework for the 2017 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Reading Skills,Reading Tests,Reading Achievement,Grade 4,Grade 8,Grade 12,Standardized Tests,Fiction,Nonfiction,Poetry,Cognitive Processes,Reading Comprehension,Interpretive Skills,Student Evaluation,Vocabulary

The National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering selected-response and constructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2017 NAEP Reading Assessment will measure national, regional, state, and subgroup achievement in reading but is not designed to report individual student or school performance. The assessment will measure students' reading comprehension and their ability to apply vocabulary knowledge to assist them in comprehending what they read. This document, the &quot;Reading Framework for the 2017 National Assessment of Educational Progress,&quot; presents the conceptual base for and discusses the content of the assessment. [For the abridged version, &quot;Abridged Reading Framework for the 2017 National Assessment of Educational Progress,&quot; see ED604443.]
Ministry of Advanced Education, Skills and Training 2017/18 Annual Service Plan Report
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Organizational Objectives,Educational Finance,Income,Expenditures,Public Colleges,Educational Facilities Improvement,Public Agencies,Information Technology

This Annual Service Plan Report compares the Ministry of Advanced Education, Skills and Training's actual results to the expected results identified in the 2017/18-2019/20 &quot;Service Plan&quot; created in September 2017. The last 12 months have been inspiring as government has made postsecondary education and skills training more accessible and affordable. This includes a commitment to the implementation of the United Nations Declaration to the Rights of Indigenous Peoples as well as the 94 Calls to Action of the Truth and Reconciliation Commission of Canada -- actions include a $2.2 million investment in the first Indigenous law school in Canada at the University of Victoria and $30 million investment in Indigenous skills training. Budget 2018 included historic investments in tech talent, early childhood education and half a billion dollars in new student housing. It confirmed that the doors to adult basic education and English-language learning programs remain open for thousands of students by keeping them tuition free. This year's Annual Service Plan is organized into the following sections: (1) Minister Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction; (4) Operating Environment; (5) Report on Performance; and (6) Financial Report.
Abridged Reading Framework for the 2017 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Reading Skills,Reading Tests,Reading Achievement,Grade 4,Grade 8,Grade 12,Standardized Tests,Fiction,Nonfiction,Poetry,Cognitive Processes,Reading Comprehension,Interpretive Skills,Student Evaluation,Vocabulary

The reading framework for the 2017 NAEP describes the types of texts and questions that should be included in the assessment, as well as how the questions should be designed and scored. The assessment measures students' reading comprehension and ability to apply vocabulary knowledge by having them read passages in English and answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear analysis or coherent argument supported by evidence from the reading passage. Students respond to both selected-response and constructed-response questions. This report provides highlights of the &quot;Reading Framework for the 2017 National Assessment of Educational Progress,&quot; (ED604441).
What Is a Better Argument? Report on Key Operating Principles. The Better Arguments Project
Author: Aspen Institute
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Persuasive Discourse,Communication Skills,Skill Development,Citizenship Education,Interpersonal Communication,Debate,Competition,Interpersonal Relationship,Context Effect,World Views,Student Development,Democratic Values,School Role,Emotional Response,Power Structure

The Better Arguments Project was created to encourage Americans to engage one other in better, more productive debates about core American ideals. The project stems from the foundational premise that America doesn't just contain arguments, America is an argument -- between Federalist and Anti-Federalist worldviews, strong national government and local control, liberty and equality, individual rights and collective responsibility, color-blindness and color-consciousness, pluribus and unum. From July to December 2017, the Better Arguments team traveled around the country to meet with more than 75 advisors, ranging widely in age, background, expertise, and perspective. With these advisors, they addressed the fundamental question: What is a Better Argument? This document summarizes the team's learning throughout this discovery phase. The purpose of this document is to offer key operating principles based on our learning. This report is organized their findings into three main sections: (1) Three dimensions of arguing; (2) Principles of a Better Argument; and (3) Template for Action. Over the next year, the team will pilot the Better Arguments Project through local forums in select communities around the country. [The Better Arguments team includes: Eric Liu, Anne Burt, Caroline Hopper and Seth Henderson.]