ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Readiness Indicators: Implications for State Policy. Policy Brief 2013-1
Author: Di Giacomo, F. Tony
Date: 2013-00-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Educational Indicators,Academic Standards,College Preparation,Definitions,College Admission,Admission Criteria,Educational Policy,Expectation,Remedial Instruction,Alignment (Education)

In recent decades, the United States economy has undergone a dramatic shift to a knowledge-based economy that, when coupled with simultaneous, rapid globalization, has created a greater demand for a more educated and skilled workforce. The share of U.S. jobs requiring some level of postsecondary education is expected to grow to 63% in the next decade. By 2018, the United States will need 22 million new college degrees and at least 4.7 million new workers with postsecondary certificates, but it will produce three million fewer degrees than are needed. Evidence suggests that a substantial fraction of the student population in the United States is insufficiently prepared for postsecondary education, which results in a great cost to the nation. Students' performance on the National Assessment of Educational Progress (NAEP), a nationally representative assessment, is an indication of the challenges that states face in trying to prepare students for postsecondary education. For example, 2009 NAEP data indicate that just 38% of U.S. 12th-graders performed at or above proficient in reading, and only 26% performed at or above proficient in math. Data from international academic assessments indicate that students in the United States are being outperformed by other developed nations. On the Programme for International Student Assessment (PISA), 15-year-olds in the United States ranked 17th in reading and 31st in mathematics. Secondary and postsecondary institutions must address the academic rigor of their programs and why students are not successfully completing postsecondary programs. This brief is intended to support policymakers in achieving the goal that every student graduating from high school is ready for both college and career.
An Introduction to the System and Culture of the College Entrance Examination of China. Research Notes. RN-28
Author: Wang, Xiang Bo
Date: 2006-11-00
Type: Reports - Research
Subjects: Foreign Countries,College Entrance Examinations,High Stakes Tests,Information Security,Psychometrics,College Preparation,Admission Criteria,Educational Change,Test Validity

This report provides an introduction to the system and culture of the college entrance examination (CEE) of China. College entrance examinations in China (and in several other Asian countries such as Korea and Japan) are so important that they are commonly dubbed &quot;once in a lifetime&quot; or a &quot;one-test-to-determine-a-life&quot; for most high school graduates. Given the high-stakes nature of the CEE, test security is paramount to the Chinese government at all levels. Because all information related to CEE tests and items is considered a national secret, test security is closely monitored, and violations are investigated and prosecuted swiftly and forcefully by China's Ministries of Education, Public Security, Communication, and Justice. As a result, both the national and provincial educational examination authorities have been actively engaged in experimenting with testing reforms and technical innovations as well as learning about psychometrics from abroad. It is the author's hope that Chinese officials will share the results of further reforms and innovations so that the rest of the world can both learn and benefit from its experience.
The Effect of Scientific Studies on Students' Scientific Literacy and Attitude
Author: Genç, Murat
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 6,Grade 7,Grade 8,Scientific Attitudes,Scientific Literacy,Science Education,Correlation,Scientific Research,Interviews,Questionnaires,Science Process Skills,Pretests Posttests,Statistical Analysis,Computer Software,Predictor Variables,Likert Scales,Gender Differences

The purpose of this study was to investigate the effect of scientific studies on students' scientific literacy and attitude towards science course. For the study, a middle school science study group was established by randomly selecting 30 students from the 6th, 7th, and 8th grades. Participating students were given information about the programme. Students worked regularly for 12 weeks on topics of scientific research and held discussions on them. Students did research on information they collected during interviews. As a result, many students involved in the science group studies were able to increase their skills through discussion and exchange of views. Before the application, the students in the program were given a test which incorporated scientific literacy and attitude towards science course. Their attitudes about science were assessed and scored using a questionnaire. During the program of study, students were provided with discussion topics by the researcher. An additional goal was to encourage student participation in scientific processes. Twelve weeks after the application, the students were given the same questionnaire and test again. The data obtained were analysed using an SPSS program. Statistical results indicated that the students' scientific literacy had increased significantly, and that their attitudes towards science were more positive. In terms of both gender and class level of the students, a significant difference emerged after the application, when compared to before the application.
Can Applying to More Colleges Increase Enrollment Rates? Research Brief
Author: Smith, Jonathan
Date: 2011-10-00
Type: Reports - Research
Subjects: Enrollment Rate,College Applicants,Probability,Low Income Students,College Choice,Student Characteristics,Enrollment Trends,Educational Policy,Longitudinal Studies

The goal of this research brief is to highlight new causal evidence on how the number of colleges to which students apply affects their college enrollment decisions. Using a 2004 sample of students who applied to at least one four-year college, this research brief finds that applying to more colleges causally increases students' probabilities of enrolling in a four-year college, especially for those lower-income students applying to only one or two colleges. A Technical Appendix is included.
Mathematics Instruction and the Common Core: Where Do We Go from Here? Q&amp;A with William Schmidt, Ph.D. REL Mid-Atlantic Webinar
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-10-01
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Common Core State Standards,Mathematical Concepts,Thinking Skills,Remedial Mathematics,Problem Solving,Mathematics Skills,Individualized Instruction,Teaching Methods,Preservice Teacher Education,Instructional Effectiveness,Skill Development,Technology Uses in Education

In this webinar, Dr. William Schmidt of Michigan State University discussed helpful instructional tools for promoting the higher order conceptual thinking found in the Common Core Standards. The PowerPoint presentation and webinar recording are also available.
Effective Differentiation: A Guide for Teachers and Leaders. Q&amp;A for Carol A. Tomlinson, Ed.D. REL Mid-Atlantic Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-09-17
Type: Reports - Descriptive
Subjects: Teaching Methods,Individualized Instruction,Teacher Competencies,Knowledge Base for Teaching,Multiple Intelligences,Language Teachers,Literacy Education,Age Differences,Instructional Program Divisions,Culturally Relevant Education,Administrator Role,Principals,Student Participation,Grouping (Instructional Purposes),Cultural Differences,Teacher Attitudes,Competency Based Education,Test Preparation,Instructional Effectiveness,Common Core State Standards,Learning Disabilities,Standardized Tests

In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting the practice of differentiation and described the characteristics of effective differentiation. She led a discussion of how quality preparation can build and strengthen teachers' knowledge and skills in implementing differentiated instruction strategies. The webinar and PowerPoint presentation are also available. A brief list of resources is included.
Effective Literacy Interventions: Q&amp;A with Janice Dole, Ph.D. REL Mid-Atlantic Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-10-29
Type: Reports - Descriptive
Subjects: Literacy Education,Reading Instruction,Student Needs,Teaching Methods,Reading Teachers,Response to Intervention,Teacher Collaboration,High School Students,English Language Learners,Intervention,Low Achievement,Low Income Groups,Reading Difficulties,Elementary School Students,Phonics,Family Role,Inclusion,Reading Skills,Technology Uses in Education,Reading Comprehension,Progress Monitoring,School Schedules,Responsibility,Evaluation Methods

In this webinar, Janice A. Dole, Professor and Director of the Reading and Literacy Program in the Department of Educational Psychology at the University of Utah, discussed different strategies for delivering literacy instruction to meet a range of student needs, including the ways in which teachers can collaborate with reading specialists to achieve this purpose. The PowerPoint presentation and webinar recording are available.
Engaging Families in Partnership Programs to Promote Student Success: Q&amp;A for Dr. Joyce L. Epstein. REL Mid-Atlantic Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-08-27
Type: Reports - Descriptive
Subjects: Family Involvement,Family School Relationship,Academic Achievement,Correlation,Partnerships in Education,Community Organizations,Parent Participation,Measurement Techniques,Models,Middle School Students,High School Students,After School Programs,Attendance Patterns,Disabilities,Cultural Differences,Poverty,Disadvantaged,Immigrants,English Language Learners,Language Usage,Barriers,Sustainability,School Culture,Communication Strategies,Educational Methods,Higher Education,Certification,Teacher Competencies,Educational Technology,Social Media,Educational Finance

In this webinar, Dr. Joyce Epstein, Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, discussed what the research says about effective family engagement. The webinar and PowerPoint presentation are also available. A brief list of resources is included.
Comparative Indicators of Education in the United States and Other G-20 Countries: 2015. NCES 2016-100
Author: Stephens, Maria
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Indicators,Global Approach,International Assessment,Reading Tests,Achievement Tests,Grade 4,Reading Achievement,Mathematics Tests,Science Tests,Mathematics Achievement,Science Achievement,Elementary Secondary Education,Secondary School Students,Academic Achievement,Educational Attainment,Comparative Analysis,Developed Nations,Enrollment,Adult Literacy,Numeracy,Education Work Relationship,Educational Environment,Educational Finance,Gender Differences,Teacher Salaries,Expenditure per Student,Graduation Rate,Adults,Elementary School Students,College Students,Problem Solving,Student Attitudes,Scientific Attitudes,Grade 8

The &quot;Comparative Indicators of Education&quot; report series has been published on a biennial basis since it began in 2002, although this year's is the first to expand its focus to the G-20 countries, having previously been focused on the G-8 countries. &quot;Comparative Indicators of Education in the United States and Other G-20 Countries: 2015&quot; is a comparison of the education system in the United States with those in the other Group of 20 (G-20) countries: Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, the Republic of Korea, the Russian Federation, Saudi Arabia, South Africa, Turkey, and the United Kingdom. The G-20 countries, which are among the most economically developed, represent 85 percent of the world's economy and two-thirds of its population. These countries are some of the United States' largest economic partners. The report draws on the most current information about education from the International Indicators of Education Systems (INES) project at the Organization for Economic Cooperation and Development (OECD), as reported in the &quot;Education at a Glance&quot; series, as well as international assessments that range from grade 4 through adulthood. These international assessments include the Progress in International Reading Literacy Study (PIRLS), which assesses fourth-graders in reading; the Trends in International Mathematics and Science Study (TIMSS), which assesses fourth- and eighth-graders in mathematics and science; the Program for International Student Assessment (PISA), which assesses 15-year-old students (regardless of grade) in mathematics, reading, science, and, occasionally, other subjects; and the Program for the International Assessment of Adult Competencies (PIAAC), which assesses adults, ages 16 to 65, in literacy, numeracy, and problem solving in technology-rich environments. Findings are organized into five major sections: (1) population and school enrollment; (2) academic performance; (3) contexts for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. An appendix presents: The Education Systems of the G-20 Countries.
Determining SAT® Benchmarks for College Readiness. Research Notes. RN-30
Author: Kobrin, Jennifer L.
Date: 2007-01-00
Type: Reports - Research
Subjects: College Entrance Examinations,College Readiness,Benchmarking,Scores,Predictor Variables,Probability,Institutional Characteristics,Individual Characteristics,College Freshmen,Databases,Regression (Statistics)

The purpose of this research study was to determine benchmark scores on the SAT that predict a 65 percent probability or higher of getting a first-year college grade point average of either 2.7 or higher or 2.0 or higher, to use these benchmarks to describe the level of college readiness in the nation and in certain demographic subgroups, and to examine how the benchmarks vary according to certain college characteristics. Additional tables are appended.
Examining the Relationship between the SAT®, High School Measures of Academic Performance, and Socioeconomic Status: Turning Our Attention to the Unit of Analysis. Research Notes. RN-36
Author: Mattern, Krista D.
Date: 2008-04-00
Type: Reports - Research
Subjects: College Entrance Examinations,Academic Achievement,Grade Point Average,Correlation,Socioeconomic Status,Resources,Educational Opportunities,College Admission,Measures (Individuals),Racial Differences,Gender Differences

While the results demonstrate that SAT scores still correlated more strongly, on average, with socioeconomic status (SES) than high school grade point average (GPA) and rank, this does not indicate that this is a problem with the test; more likely it is a societal reflection of disparate resources. That is, higher-SES families have more resources to provide their children with additional or richer educational opportunities, along with various other factors that could translate into higher academic performance.
Connecting for High Potential... &quot;The Parent/Teacher Conference.&quot; CHP Issue 24
Author: Danielian, Jeff
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Parent Teacher Conferences,Gifted,Children,Educational Planning,Student Educational Objectives,Parent Teacher Cooperation

&quot;Connecting for High Potential&quot; sheds light on questions from teachers and parents on many subject matters, however, rarely is there an opportunity to explore how the &quot;other side&quot; might be facing the issue. An ongoing goal of the National Association for Gifted Children (NAGC) is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential. This resource for parents, teachers, and community members is designed to provide practical advice for working together to support gifted children's continued growth in educational settings. Presented in this issue is the &quot;Parent/Teacher Conference.&quot; While it can differ greatly depending on the student, the parent(s), the teacher and the issues at hand, it offers one of the best opportunities to create a school/home plan to help students succeed.
Evaluation of SpringBoard® English Textual Power™ and Mathematics with Meaning™ Pilot Program. Research Notes. RN-21
Author: Kerns, Mary-Margaret
Date: 2004-01-00
Type: Reports - Research
Subjects: Teaching Methods,Learner Engagement,Academic Achievement,Teacher Surveys,Observation,Faculty Development,English Instruction,Mathematics Instruction,Program Evaluation,High School Students,Middle School Students,Focus Groups,Interviews,Experimental Groups,Control Groups,Comparative Analysis,Coding,Scores,Student Characteristics,Institutional Characteristics

The College Board developed a program in the content areas of English and mathematics designed to prepare students for challenging content as early as grade 6 and extending through high school. Conceived with the goal of creating high-quality professional development activities with associated instructional strategies embedded in instructional materials rich in content and cognitive demand, the resulting Textual Power and Mathematics with Meaning instructional materials and professional development ultimately sought to improve student engagement and achievement in the classroom. The findings associated with the evaluations of Textual Power and Mathematics with Meaning in years 1 and 2 of the pilot informed the development of their current forms in the SpringBoard Program. The following tables are appended: (1) Sample and Response Rates, Introductory Survey; (2) Number of Reflections Surveys Completed by Teachers; (3) Sample and Response Rates, Final Survey; (4) Regional and School Characteristics of Site Visit Schools; (5) Percentages of Types of Students in Classes Observed; (6) Collected Sample Distribution; (7) HLM Coefficient Estimates for District A High School; (8) Regional and School Characteristics of Site Visit Schools; (9) Numbers of English Observations with Descriptive Information, 2003 and 2004; (10) Numbers of Mathematics Observations with Descriptive Information, 2003 and 2004; (11) HLM Coefficient Estimates for District A High School; and (12) HLM Coefficient Estimates for District A Middle School.
Comparability of Scores on the New and Prior Versions of the SAT Reasoning Test™. Research Notes. RN-31
Author: Kobrin, Jennifer L.
Date: 2007-01-00
Type: Reports - Research
Subjects: College Entrance Examinations,Logical Thinking,Thinking Skills,Scores,Test Construction,High School Students,Test Items,Equated Scores,Critical Thinking,Student Characteristics,Reading Achievement,Mathematics Achievement,Gender Differences,Racial Differences

This report synthesizes the research to date addressing the construct comparability of the SAT Reasoning Test and prior SAT I: Reasoning Test and the series of research studies addressing the equatability and subpopulation invariance of the SAT and SAT I.
Connecting for High Potential... &quot;Finding a Program or Advocating for One That Works.&quot; CHP Issue 23
Author: Danielian, Jeff
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Student Placement,Student Needs,Advocacy,Needs Assessment,Planning

&quot;Connecting for High Potential&quot; sheds light on questions from teachers and parents on many subject matters, however, rarely is there an opportunity to explore how the &quot;other side&quot; might be facing the issue. An ongoing goal of the National Association for Gifted Children (NAGC) is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential. This resource for parents, teachers, and community members is designed to provide practical advice for working together to support gifted children's continued growth in educational settings. Presented in this issue is &quot;Finding a Program or Advocating for One that Works.&quot; Challenges exist in finding the right academic fit for exceptional learners. This resource offers teachers and parents ways to think critically and plan creatively to share information with key stakeholders to effect changes in programs and services to benefit exceptional learners.
Addressing Excellence Gaps in K-12 Education. Position Statement
Author: National Association for Gifted Children
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Elementary Secondary Education,Educational Policy,Educational Legislation,Federal Legislation,Position Papers,Gifted,High Achievement

Since the passage of the No Child Left Behind Act in 2001, a major objective of federal and state education policy has been to narrow K-12 achievement gaps. This position statement notes that the available data suggest that the singular focus on the most struggling learners has resulted in meaningful progress in closing minimum-competency achievement gaps. However, at the same time, schools have not addressed gaps between groups of students at advanced levels of achievement, commonly referred to as &quot;excellence gaps.&quot; Reducing and eventually eliminating excellence gaps is an issue of equity and social justice, community development, economic advancement, and national security. This position statement from the National Association for Gifted Children provides recommendations and calls on policymakers and educators to set a goal of closing achievement gaps at every level of achievement.
NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education
Author: National Association for Gifted Children
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,National Standards,Academically Gifted,Expertise,Specialists,Regular and Special Education Relationship,Referral,Talent Identification,State Standards,Accreditation (Institutions),Cognitive Style,Individual Differences,Individualized Instruction,Educational Environment,Knowledge Base for Teaching,Educational Assessment,Educational Planning,Educational Strategies,Professional Development,Teacher Collaboration,Culturally Relevant Education

The National Association for Gifted Children (NAGC), in collaboration with the Council for Exceptional Children (CEC), and the Association for the Gifted (CEC-TAG), has developed national standards for teacher preparation programs in gifted and talented education. Typically, these programs are at the masters level, but they may also be endorsement programs, or less frequently, teacher preparation programs at the undergraduate level. The programs develop expertise in gifted and talented education, which is needed in specialized programs for gifted students, and is also needed at the building and district level to coordinate programs and services. Gifted education specialists also collaborate with other educators to ensure that general education teachers are able to support advanced students in their classrooms and to refer students for further testing as part of the overall identification process. The standards are the basis for state standards in gifted education and are also used at the national level as part of the teacher preparation accreditation process. The 2013 standards include 7 standards and 28 individual elements. The previous standards were approved in 2006.