ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments
Author: Gandhi, Allison Gruner
Date: 2017-00-00
Type: Reports - Research
Subjects: Testing Accommodations,Reading Difficulties,Decoding (Reading),Reading Tests,Measurement,Standardized Tests,Reading Comprehension,Reading Aloud to Others,Grade 4,Elementary School Students,Hierarchical Linear Modeling,Differences,Comparative Analysis,Diagnostic Tests,Individualized Education Programs,Statistical Analysis

This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). When non-individualized education program students were excluded from the group of students with decoding difficulties, the effect sizes became notably larger. [This is the online version of an article published in &quot;Journal of Learning Disabilities.&quot;]
The Power of Fully Supporting Community College Students: The Effects of The City University of New York&apos;s Accelerated Study in Associate Programs after Six Years
Author: Gupta, Himani
Date: 2017-10-00
Type: Reports - Research
Subjects: Urban Schools,Two Year College Students,Community Colleges,Associate Degrees,Acceleration (Education),Graduation Rate,Program Effectiveness,Low Income Groups,Remedial Instruction,Randomized Controlled Trials,Transportation,Textbooks,Tuition,Academic Advising,Career Counseling,Employment Services,Comparative Analysis

The Accelerated Study in Associate Programs (ASAP), developed by the City University of New York (CUNY), is an uncommonly comprehensive and long-term program designed to address low graduation rates among community college students. MDRC has been studying the effects of ASAP on low-income students with developmental (remedial) education needs at CUNY using a randomized controlled trial. At the time of MDRC's evaluation, ASAP offered students a tuition waiver, the free use of textbooks, a MetroCard for the unlimited use of New York City public transit, access to advisers with reduced caseloads, individual career and employment services, and tutoring, all for up to three years. To maintain their status in the program, students had to enroll full time, take their developmental courses early, meet regularly with their advisers, and attend tutoring if they were taking developmental courses or were struggling academically. The last report MDRC published found that within three years (the amount of time program services were available to students) ASAP nearly doubled graduation rates. Following up on students six years after the start of the research study, MDRC finds that ASAP both continues to increase graduation rates and enables some students to earn their degrees faster than they would have otherwise. [For another version of this publication, see ED579083.]
Findings across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis
Author: Brock, Matthew E.
Date: 2017-10-00
Type: Reports - Research
Subjects: Disabilities,Educational Practices,Educational Research,Elementary Secondary Education,Fidelity,Literature Reviews,Meta Analysis,Paraprofessional School Personnel,Special Education,Special Education Teachers,Training

Existing reviews answer important questions about subsets of practitioner training studies in special education, but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple baseline or probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean DHPS effect size was d = 2.48. Behavioral skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback. [This article was published in &quot;Exceptional Children,&quot; v84 n1 p7-26 Oct 2017 (EJ1158174).]
Navigating the Financial Aid Process: Borrowing Outcomes among First-Generation and Non-First Generation Students
Author: Furquim, Fernando
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Financial Aid,First Generation College Students,Decision Making,Debt (Financial),Financial Aid Applicants,Comparative Analysis,Student Characteristics,Regression (Statistics),Statistical Analysis

A growing number and proportion of students rely on student loans to assist with the costs of postsecondary education. Yet little is known about how first-generation students use federal loans to finance their education. In this article, we examine each of the decisions that culminate in student indebtedness: the decision to apply for aid, whether to borrow, and how much to borrow. We find significant differences by generational status at each step of the student borrowing process. First-generation students are more likely to apply for financial aid, borrow, and take out larger loans than their peers, after controlling for a rich set of covariates for costs and financial resources. We find that student characteristics cannot fully explain these observed differences in borrowing outcomes across generations. [This paper was published in &quot;The ANNALS of the American Academy of Political and Social Science&quot; v671 n1 p69-91 May 2017.]
2015-16 System Accountability Report
Author: State University System of Florida, Board of Governors
Date: 2017-03-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Financial Support,Educational Finance,Graduation Rate,Paying for College,Costs,Higher Education,Educational Trends,Enrollment Trends,Distance Education,School Holding Power,Scholarship,Academic Degrees,Outcomes of Education,Research,Innovation,Expenditures,Certification,Commercialization,School Community Relationship,Income,Performance,Reputation,Tables (Data)

The State University System (SUS) of Florida is committed to excellence in teaching, research and public service--the traditional mission of universities. This is achieved through a coordinated system of institutions, each having a distinct mission and each dedicated to meeting the needs of a diverse state and nation. This past year, the System has experienced myriad accomplishments and has identified a number of opportunities for improvement. Some of these include: (1) At the System level, six of the eight Performance-Based Funding (PBF) metrics that are common to all universities show improvement over last year's data; (2) The Board's new Cost to the Student affordability metric shows that the average cost of earning a bachelor's degree is less than $15,000 after financial aid (grants, scholarships and waivers) is included. And the costs for 8 of the 11 universities show a decreasing trend; (3) The State University System's 6-year graduation rate for First-Time-in-College Students is the second highest among the ten largest states; and (4) The State University System of Florida produces more degrees in Business and Health Professions at both the bachelor's and graduate levels than any other discipline. [For the accompanying data tables, see ED597008. For the 2014-15 report, see ED572258.]
Motivational Interviewing Training and Assessment System (MITAS) for School-Based Applications
Author: Frey, Andy J.
Date: 2017-00-00
Type: Reports - Research
Subjects: Evidence Based Practice,Learner Engagement,School Counselors,Counseling Techniques,Program Effectiveness,Workshops,Feedback (Response),Check Lists,Program Evaluation,Likert Scales,Participation,Behavior Change,Competence,Questionnaires,Counselor Training,Early Childhood Education,School Personnel,Statistical Analysis,Pretests Posttests

In this article, Andy Frey and colleagues present the Motivational Interviewing Training and Assessment System (MITAS), an evidence-based strategy for counselors to improve student engagement. The article documents the feasibility of the MITAS and the large gains to be made in school counselor competencies through its implementation, providing a new direction for enhancing student engagement in SBH.
A New Program to Prevent Primary School Absenteeism: Results of a Pilot Study in Five Schools
Author: Cook, Philip J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Attendance,Prevention,Pilot Projects,Truancy,Parent Teacher Cooperation,Teacher Attitudes,Program Effectiveness,Public Schools,Elementary School Teachers,Teacher Surveys,Interviews

Frequent absences in the primary grades are associated with school disengagement, academic failure, and eventual dropout. The Early Truancy Prevention Project (ETPP) was designed to improve attendance of primary grade children by facilitating communication between teachers and parents and giving the teachers the lead role in intervening with students when attendance problems emerge. In 2013-14, the current version of ETPP was implemented in 20 classrooms in five high-poverty public elementary schools, with 21 other classrooms in the same schools serving as controls. Our analysis of attendance data indicated that ETPP significantly reduced the prevalence of absenteeism without excessively burdening teachers. Teachers reported improved communication between parents and teachers and had a positive assessment of the effects of specific program elements.
Toward Establishing a Standard Symptom Set for Assessing Sluggish Cognitive Tempo in Children: Evidence from Teacher Ratings in a Community Sample
Author: Becker, Stephen P.
Date: 2017-00-00
Type: Reports - Research
Subjects: Conceptual Tempo,Elementary School Students,Symptoms (Individual Disorders),Attention Deficit Hyperactivity Disorder,Rating Scales,Structural Equation Models,Gender Differences,Test Validity,Behavior Problems,Child Behavior,Measures (Individuals),Goodness of Fit,Regression (Statistics),Correlation,Academic Achievement,Statistical Analysis,Factor Analysis

Despite increasing interest in sluggish cognitive tempo (SCT) in children, the field is stymied by the lack of a standard symptom set that can be used across studies. Without a standard symptom set, it is difficult to determine if differences across studies are due to methodological or sample differences, or simply the way SCT was measured. To move the field toward a standard symptom set, this study evaluates a teacher-report rating scale of SCT revised based on recent meta-analytic findings that identified optimal items for distinguishing SCT from attention-deficit/hyperactivity disorder inattention (ADHD-IN). Participants were 1,349 students (50.7% male) in 2nd-5th grades. Teachers provided ratings of SCT, ADHD-IN, academic impairment, and social impairment. Exploratory structural equation modeling found 15 of the 16 SCT items to demonstrate excellent convergent validity and discriminant validity with ADHD-IN. The measurement properties of the SCT construct were also invariant across sex. SCT was uniquely associated with both academic and social impairment above and beyond ADHD-IN and sex. Although replication and extension is needed, the current study provides the strongest evidence to date of a possible standard symptom set that can be used across studies examining SCT in children. [This paper represents an advance online publication for the journal &quot;Assessment.&quot;]
Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms
Author: McLeod, Bryce D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Practices,Social Development,Emotional Development,Behavior Development,Child Development,Young Children,Early Childhood Education,Evidence Based Practice,Intervention,Behavior Problems,Models,Literature Reviews

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified,and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.
Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample
Author: Doromal, Justin B.
Date: 2017-09-18
Type: Reports - Research
Subjects: Low Income,Kindergarten,Correlation,Goodness of Fit,Factor Analysis,Social Development,Emotional Development,Measures (Individuals),Teacher Attitudes,Models,Outcomes of Education,Preschool Teachers,Statistical Analysis

This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based upon the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional Learning, the teacher-rated DESSA shows promise as an easy-to-administer, strengths-based assessment tool for teachers from low-income communities. In a sample of 313 kindergarten students from a southeastern city, three competing measurement models were tested (one-factor, correlated five-factor, and higher order five-factor) using confirmatory factor analyses. Results revealed that, relative to the one-factor model, the higher order five-factor framework had the best model-data fit, although the first-order factors were highly correlated with the second-order factor. Further, zero-order correlations showed that the DESSA was associated with both direct and teacher-reported measures of school-related outcomes. Implications for practice and directions for future research are discussed. [This paper represents the advance online publication in &quot;Journal of Psychoeducational Assessment.&quot;]
Can Rising Instructional Time Crowd out Student Pro-Social Behaviour? Unintended Consequences of a German High School Reform. CEP Discussion Paper No. 1495
Author: Krekel, Christian
Date: 2017-08-00
Type: Reports - Research
Subjects: Foreign Countries,High Schools,Educational Change,Time on Task,Prosocial Behavior,Student Behavior,High School Students,Statistical Analysis,Volunteers,Student Interests,Politics,Well Being,Regression (Statistics)

We study whether raising instructional time can crowd out student pro-social behaviour. To this end, we exploit a large educational reform in Germany that has raised weekly instructional hours for high school students by 12.5% as a quasi-natural experiment. Using a difference-in-differences design, we find that this rise has a negative and sizeable effect on volunteering, both at the intensive and at the extensive margin. It also affects political interest. There is no similar crowding out of scholastic involvement, but no substitution either. Impacts seem to be driven by a reduction in available leisure time as opposed to a rise in intensity of instruction, and to be temporary only. Robustness checks, including placebo tests and triple differencing, confirm our results. [This paper was produced as part of the Centre for Economic Performance's Wellbeing Programme. The project was funded by the German Ministry for Education and Science.]
Education and Skills: The UK Policy Agenda. Election Analyses Series. Paper No. CEPEA041
Author: McNally, Sandra
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Policy,Expenditure per Student,Expenditures,Teacher Shortage,Skill Development,Teaching Skills,Access to Education,Higher Education,Enrollment Trends,Part Time Students,Foreign Policy,Elections,Politics of Education,Elementary Secondary Education,Vocational Education

The UK's overall school budget has been protected in real terms but does not provide for funding per pupil to increase in line with inflation. Because pupil numbers are increasing, large falls in expenditure per pupil are expected over the next few years unless more funding is allocated. The situation facing post-16 education is a lot worse. A more widespread adoption of grammar schools is very likely to increase socio-economic segregation by school type and is unlikely to lead to any increase in average educational attainment in the country. Although increasing intermediate skills among young people and adults is needed, many concerns have been raised about the how apprenticeship policy is being implemented. This includes an emphasis on quantity over quality and differences in the provision of training opportunities for large employers compared with small and medium-sized enterprises.
It&apos;s Time to Learn: Understanding the Differences in Returns to Instruction Time. CEP Discussion Paper No. 1521
Author: Barrios F., Andrés
Date: 2017-12-00
Type: Reports - Research
Subjects: Time Factors (Learning),School Schedules,Elementary School Students,Reading Achievement,Reading Tests,Mathematics Achievement,Mathematics Tests,Correlation,Scores,Grade 4,Disadvantaged Youth,Charter Schools,Public Schools,Foreign Countries,Educational History,Educational Change,Socioeconomic Influences,Standardized Tests,Institutional Characteristics,Educational Environment,Student Characteristics

As hours per day are inherently a limited resource, increasing daily instruction time reduces the amount of time pupils can dedicate to other activities outside school. We study how the effect of longer school days on achievement varies across students and schools. We exploit a large-scale reform of school schedules that substantially increased daily instruction time in Chilean primary schools. We show that the average effect of one additional year of exposure to the longer school day on reading and on mathematics test scores at the end of grade 4 masks substantial heterogeneity. Students from disadvantaged backgrounds benefit more from longer schedules, indicating that returns to time spent at school are larger the scarcer the learning opportunities available at home. Added instruction time yields higher gains in charter than in public schools, suggesting that more autonomy on administrative and pedagogical decisions may increase the effectiveness of other school inputs. [This paper was produced as part of the Centre's Education and Skills Programme.]
Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
Author: Pyle, Kellina K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Case Studies,Goal Orientation,Student Behavior,Feedback (Response),Accountability,Reports,Contingency Management,Coding,Program Effectiveness,Behavior Modification,Student Characteristics,Effect Size,Periodicals,Bias,Journal Articles,Hierarchical Linear Modeling,Meta Analysis,Intervention

The Daily Report Card (DRC) is a commonly employed behavioral intervention for treating Attention Deficit Hyperactivity Disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case design studies, with moderating variables explored through Hierarchical Linear Modeling (HLM). Fourteen papers, including data on 40 single subject cases, were included in the analyses. Effect sizes generally illustrated improvement using the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and provides guidance for using single-case design studies in meta-analyses of intervention effects. [This paper was published in &quot;Exceptional Children&quot; v83 n4 p378-395 Jul 2017 (EJ1151257).]