126,146 results
Search Results
52. Educating on spatial skills using a paper-folding-and-punched-hole videogame: gameplay data analysis.
- Author
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Garcia-Segarra, Pablo, Santamarta, Vicent, and Falomir, Zoe
- Subjects
PAPER arts ,DATA analysis ,SPATIAL ability - Abstract
Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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53. Continuous Improvement in Education. Advancing Teaching--Improving Learning. White Paper
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Carnegie Foundation for the Advancement of Teaching, Park, Sandra, Hironaka, Stephanie, Carver, Penny, and Nordstrum, Lee
- Abstract
In recent years, "continuous improvement" has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education. This white paper attempts to map the landscape of this terrain by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them. The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study. Through the analysis, six common themes that characterize all three types of organizations (e.g., leadership and strategy, communication and engagement, organizational infrastructure, methodology, data collection and analysis, and building capacity) are enumerated. This white paper makes four concluding observations. First, the three case studies provide evidence of organizations conducting continuous improvement work in the field of education, albeit at different levels and in different ways. Second, entry points to continuous improvement work are not mutually exclusive, but are nested and, hence, mutually informative and comparative. Third, continuous improvement is not synonymous with improving all organizational processes simultaneously; rather, research and learning cycles are iterative and gradual in nature. Fourth, despite being both iterative and gradual, it is imperative that improvement work is planned and undertaken in a rigorous, thoughtful, and transparent fashion. The following are appended: (1) Selected Continuous Improvement Methodologies; (2) Baldrige Education Criteria for Performance Excellence Framework; (3) Examples of Improvement Artifacts from the School District of Menomonee Falls, Wisconsin; (4) Examples of Improvement Artifacts from Montgomery County Public Schools, Maryland; and (5) Examples of Improvement Artifacts from Strive Partnership Cincinnati.
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- 2013
54. Global Skills Crunch: A Case of Dog Eat Dog? Presented to the Wellington Exchange--Evolving Higher Education Agendas, December 4, 2008. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was presented to a meeting of the Wellington Exchange, an international group of higher education officials, in December 2008. One of the topics of the meeting was around the issue of possible skills shortages emerging as a result of demographic trends, with the ageing of the population of developed countries. The paper argues that this is not an issue about which we need to be alarmist. There is little evidence of impending skills shortages. This is not to say that there will be no skills shortages in specific areas. In any case, the business cycle could have a much more dramatic effect on the demand for skills than demographic trends. (Contains 5 tables, 8 figures, and 3 footnotes.) [This work has been produced on behalf of the Australian Government and state and territory governments.]
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- 2009
55. Replacing Remediation with Readiness. An NCPR Working Paper
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National Center for Postsecondary Research (ED) and Conley, David T.
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This paper critically examines traditional means of assessing college students' need for remediation and suggests as a replacement an expanded definition of college readiness, where readiness is more complex than rudimentary content knowledge and more multifaceted than a single cut point. The paper presents and explains four dimensions of readiness that should be assessed, considers types of additional measures and methods needed to collect such information, offers a model for a student profile that captures and communicates this richer information, suggests some of the ways this information might be put to use by schools and students and the changes that would result from doing so, and considers the challenges involved in doing so. (Contains 2 tables and 3 footnotes.)
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- 2010
56. The Attrition Tradition in American Higher Education: Connecting Past and Present. Working Paper 2010-01
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American Enterprise Institute for Public Policy Research and Thelin, John R.
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In July 2009, President Barack Obama set out a bold higher education agenda for his administration and promised that the U.S. would once again lead the world in college degree attainment. Given the nation's current level of college completion, it is reasonable to wonder whether such ambitions are feasible. While there is a sense that the country needs to recreate the "Golden Age" of American higher education, where high completion rates were the norm, few have bothered to ask whether this era was actually as golden as the conventional wisdom would suggest. In one of the few efforts to examine this question, John R. Thelin, research professor at the Education Policy Studies School at the University of Kentucky and author of "A History of American Higher Education" (Johns Hopkins University Press, 2004), reevaluates the idyllic image of university life in an earlier period and uncovers the historical roots of America's "attrition tradition." Thelin finds that not only did university students often drop out at a high rate in the early 1900s, but also that college attrition was largely ignored until the last few decades. If we are to tackle the challenge of raising graduation rates in an era of increased access--a strikingly modern goal--it will require fine-grained, institution-level analysis, Thelin argues, in addition to significant investments in improved data systems for America's colleges and universities. Using detailed cohort tracking data and a seasoned historical perspective on the origins of today's "war on attrition," this AEI working paper should give pause to ambitious completion promises and prod university leaders to reflect on their own performance data to map a better course for serving students. As Thelin notes, without an accurate sense of how far we have come in our higher education aspirations--and how difficult and costly it has been to get there--we cannot strategically plot the road ahead. (Contains 1 figure, and 39 endnotes.)
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- 2010
57. The Importance of Rank Position. CEP Discussion Paper No. 1241
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Murphy, Richard, and Weinhardt, Felix
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We find an individual's rank within their reference group has effects on later objective outcomes. To evaluate the impact of local rank, we use a large administrative dataset tracking over two million students in England from primary through to secondary school. Academic rank within primary school has sizable, robust and significant effects on later achievement in secondary school, conditional on national test scores. Moreover we find boys gain four times more in later test scores from being top compared to girls. We provide evidence for a mechanism using matched survey data, which shows that rank affects an individual's self-concept. The paper discusses other potential channels but concludes that malleable non-cognitive skills such as confidence and belief in own ability are most likely to generate these results. We put forward a basic model where rank effects costs and effort allocation when faced with multiple tasks. We believe this is the first large-scale study to show large and robust effects of rank position on objective outcomes of that have consequences in the labour market. The following are appended: (1) Model; (2) Peer Effects; and (3) Measurement Error in Test Scores. Five tables are also included in the appendices.
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- 2013
58. Degrees of Change: How New Kinds of Professional Doctorates Are Changing Higher Education Institutions. Research & Occasional Paper Series: CSHE.8.13
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University of California, Berkeley. Center for Studies in Higher Education and Zusman, Ami
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Over the past fifteen years, new types of "professional practice" doctorates in fields ranging from nursing to bioethics have increased exponentially, from near zero to over 500 programs in at least a dozen fields in the U.S. today. This growth raises many policy questions. For example, do doctorate holders serve their clients and organizations more effectively? How do new credential requirements affect access to these professions? How are they shaping institutional missions, pressures, and resource allocation? Using national data and case studies, this paper examines the forces driving the growth of new types of professional practice doctorates and their impacts on higher education institutions, especially those that had not previously offered doctorates.
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- 2013
59. Linking Assessment and Instruction: Teacher Preparation and Professional Development. TQ Connection Issue Paper
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National Comprehensive Center for Teacher Quality and Hosp, John L.
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The purpose of this Issue Paper is to provide a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. This framework is provided as an indication of what effective linking of assessment data to instructional decisions "ought" to look like--rather than a summary or survey of current practices. The framework and respective Innovation Configuration for Linking Assessment and Instruction in Teacher Preparation and Professional Development (provided in the Appendix, pages 31-34) are primarily designed to provide a blueprint for preservice teacher preparation; however, they also may be used as an evaluation rubric or development guide for inservice professional development. Although many schools and districts may not currently have in place the practices discussed in this Issue Paper, these practices are strongly endorsed by the requirements of the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA)--also known as the No Child Left Behind Act--and the competitive grants to states that were made available through the Race to the Top Fund. This paper begins with a discussion of why assessment and instruction should be linked. It continues with an overview of the innovation configuration, describing essential components in preservice and inservice teacher training to identify the skills and competencies that teachers need to make sound decisions about using assessment information to improve instruction. Next, the major points within the innovation configuration are provided, with a rationale for their importance and elaboration of some of their core characteristics. Last, recommendations are provided regarding how the components of the innovation configuration might be included in teacher preparation and professional development practices. (Contains 2 figures.)
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- 2010
60. Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools. Working Paper 52
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Sass, Tim R., Hannaway, Jane, Xu, Zeyu, Figlio, David N., and Feng, Li
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This paper examines whether teachers in schools serving students from high-poverty backgrounds are as effective as teachers in schools with more advantaged students. The question is important. Teachers are recognized as the most important school factor affecting student achievement, and the achievement gap between disadvantaged students and their better off peers is large and persistent. Using student-level microdata from 2000-2001 to 2004-2005 from Florida and North Carolina, the authors compare the effectiveness of teachers in high-poverty elementary schools (greater than 70% FRL students) with that of teachers in lower-poverty elementary schools (less than 70% FRL students). The results show that the average effectiveness of teachers in high-poverty schools is in general less than teachers in other schools, but only slightly, and not in all comparisons. The authors also find differences in within-school-type variation in teacher effectiveness in nearly every comparison. These differences are largely driven by the longer tail at the bottom of the teacher effectiveness distribution in high-poverty schools. Teachers at the top of the effectiveness distribution are very similar across school settings. The observed differences in teacher quality between high-poverty and lower-poverty schools are not due to differences in the observed characteristics of teachers, such as experience, certification status and educational attainment. Rather, they appear to arise from differences in the marginal return or payoff from increases in a characteristic. In particular, the gain in productivity from increased experience is much stronger in lower-poverty schools. The lower return to experience in high-poverty schools does not appear to be a result of differences in the quality of teachers who leave teaching or who switch schools. Rather, it may be the case that the effect of experience on teacher productivity may depend on the setting in which the experience is acquired. If there are positive spillovers among teachers that depend on teacher quality (ie. teacher "peer effects") or if exposure to challenging student populations lessens the future productivity of teachers (i.e. leads to "burn out"), teachers in schools serving large proportions of low-income students may simply not improve much as time goes by. These findings suggest that solutions to the achievement gap between high and lower-poverty schools may be complex. Changing the quality of new recruits or importing teachers with good credentials into high-poverty schools may not be sufficient. Rather, the findings suggest that measures that induce highly effective teachers to move to high-poverty schools and which promote an environment in which teachers' skills will improve over time are more likely to be successful. An appendix is included. (Contains 8 figures, 15 tables and 14 footnotes.) [This is an updated version of Working Paper 41.]
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- 2010
61. Estimation of Apprentice and Trainee Statistics. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
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Apprentice and trainee data are reported by the state and territory training authorities to the National Centre for Vocational Education and Training (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as collection 1. The sets of data submitted in subsequent quarters are referred to as collection 2, collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as collection 60. Of particular interest are the numbers of contracts of training that commence, complete, cancel/withdraw, recommence, expire or suspend, and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts "in-training" at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulate; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables, 8 figures and 1 footnote.) [This paper is an updated version of the "Estimation of Apprentice and Trainee Statistics. Technical Paper" report. For the original paper, see ED510131.]
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- 2010
62. What Teachers Want: Teacher Preferences regarding Nontraditional Pay Approaches. EPI Briefing Paper #266
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Economic Policy Institute and Trevor, Charlie O.
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One of the lightning rods in the discourse over teacher pay has been the question of "how much" teachers should be paid. What the "how much" debate does not directly address, however, is the question of "how" teachers should be paid. This paper attempts to help lay groundwork for a better understanding of what exactly teachers want in terms of how they should be paid. Nontraditional teacher pay (NTTP), which is considered here to be pay systems that diverge from exclusive reliance on the traditional salary schedule, continues to be a high-profile and controversial issue. Often lost in the debate over NTTP is a thorough assessment of what teachers "actually prefer" in a pay system, which has important implications for teacher recruitment, retention, and motivation. While teachers are sometimes broadly described as resisting NTTP, the truth is much more nuanced. Using data collected in 2005 from over 2,500 unionized teachers in a single state, this paper explores: (1) whether teachers favor or oppose four different bonus-based NTTP systems, and the demographic and attitudinal characteristics associated with these preferences; (2) levels of teacher support for traditional (i.e., education, service) and nontraditional (e.g., standardized test score) criteria for salary increases, as well as teacher characteristics related to this support; and (3) changes over time in NTTP preferences, as additional survey data from six years earlier allow for a unique opportunity to examine possible cohort versus service effects. Some of the main findings are the following: (1) Teachers supported an emphasis on education and service as the basis for salary increases, preferring these criteria to student test scores and performance evaluation; (2) Merit-based bonus plans were the least favored of the four bonus plans presented, as only 28% of teachers favored their adoption; and (3) Evidence indicated that the average teacher becomes less NTTP-friendly over time, growing less likely to favor the adoption of the bonus-based NTTP plans or to support the use of NTTP criteria in salary increases. (Contains 5 figures, 6 tables, and 11 endnotes.)
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- 2010
63. Review of the AVETMIS Standard for VET Providers: Discussion Paper
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National Centre for Vocational Education Research
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The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for vocational education and training (VET) providers (referred to as "the Standard") is currently being reviewed by the National Centre for Vocational Education Research (NCVER). The Standard is the framework that underpins the National VET Provider Collection. It provides consistency in data definitions, which ensures accurate data for use in national data collections, where information is compiled from many different sources. This discussion paper is the first step in the review. It provides a framework for feedback and identifies key issues for consideration. There are many issues associated with the specification of a Standard, such as what information is to be collected, from whom and how often. Decisions about implementation of the AVETMIS Standard are made by a range of different bodies and, while the focus of this paper is primarily on the information to be collected, comments on the timing and coverage are also welcome. Two appendices are included. (Contains 1 figure.)
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- 2010
64. Does Support for VET Reduce Employee Churn? A Case Study in Local Government. Occasional Paper
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National Centre for Vocational Education Research and Curry, Kath
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To what extent do local governments use vocational education and training as a staff retention strategy? Human resources personnel from a selection of councils around Australia believed that a lack of career development or training opportunities might cause an employee to leave their organisation. They had some reservations about the quality and value of VET, but planned to continue to use it for staff development as it is the most widely available option. This paper is by a novice researcher from the Community of Practice program, which is part of NCVER's Building Researcher Capacity initiatives. The research for this paper was undertaken while the author worked as National Workforce Development Advisor at Government Skills Australia. The paper investigates the extent to which local government councils offer vocational education and training as a strategy to retain their employees. The study comprised interviews with key human resource personnel in 14 councils around Australia, as well as an analysis of council records on staff training and turnover. Appended are: (1) Interview questions; and (2) Turnover data analysis by council. (Contains 9 tables and 10 footnotes.)
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- 2010
65. Affirmative Action and University Fit: Evidence from Proposition 209. CEP Discussion Paper No. 1224
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Arcidiacono, Peter, Aucejo, Esteban, Coate, Patrick, and Hotz, V. Joseph
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Proposition 209 banned the use of racial preferences in admissions at public colleges in California. We analyze unique data for all applicants and enrollees within the University of California (UC) system before and after Prop 209. After Prop 209, graduation rates increased by 4.4%. We present evidence that certain institutions are better at graduating more-prepared students while other institutions are better at graduating less-prepared students and that these matching effects are particularly important for the bottom tail of the qualification distribution. We find that Prop 209 led to a more efficient sorting of minority students and the sorting effects explain over 20% of the graduation rate increase. Further, universities appear to have responded to Prop 209 by investing more in their students, explaining between 30-45% of the graduation rate increase. An appendix contains: (1) Table 9: Characteristics of UC Applicants, Admits, and Enrollees by Race, Pre-Prop 209 and Change Post Prop 209; and (2) Table 10: Estimates Using the Baseline Method for Under-Represented Minorities, Whites and Asian Americans.
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- 2013
66. How a 'Tertiary Education' Sector Impacts on the Way NCVER Thinks about Research and Statistics. Discussion Paper for TAFE Directors Australia 'TD A09 Reposition, Restructure, Retrain' Conference (Gold Coast, Australia, September 2009)
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National Centre for Vocational Education Research, Pattison, Sandra, and Hargreaves, Jo
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The National Centre for Vocational Education Research (NCVER) was asked by Technical and Further Education (TAFE) Directors Australia to consider, in a discussion paper for their conference held on the Gold Coast in September 2009, how a "tertiary education" sector impacts on the way people think about research and statistics. While a tertiary education focus would be a forward-looking step, it is important that both vocational education and training (VET) and higher education issues receive due attention. Individuals need to build on the good work done for the VET sector rather than subsume it in any sense. What is needed to make sense of the education, participation and achievement of individual students is an integrated tertiary education statistical system. This would require a common core set of standards. It would be relatively straightforward to populate a tertiary education student database from different collections. This database would then be a resource for policymakers and researchers. An integrated approach is required, not an approach which appends higher education statistics to the VET statistics or vice versa.
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- 2009
67. The Changing Child Population of the United States: Analysis of Data from the 2010 Census. KIDS COUNT Working Paper
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Annie E. Casey Foundation and William O'Hare
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This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.)
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- 2011
68. Three Perspectives on Getting Data Right: An Introduction to CNA Education's IRC Paper Series
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CNA Education and Muller, Robert D.
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As a research and technical assistance organization, CNA Education would be the last to deny the importance of good data and the first to applaud efforts to improve the quality and scope of the data available. Solid data are critical to CNA's mission to further general understanding of the efficacy of specific education reform initiatives and to address the needs of their district-level and state-level customers and constituents for a clearer assessment of their own specific efforts and of the available options for improving their education outcomes. The three papers in this collection ("The State Data Analysis Gap: A Threat to Education Reform" by Arthur Sheekey and Michael Allen; "Getting State Education Data Right: What We Can Learn from Tennessee" by Kyle Southern and Joe Jones; and "The Equitable Distribution of Effective Teachers: Can States Meet the Research Challenges Required for Success?" by Michael Allen) make the strong case, however, that the availability of good data is not all that policymakers and educators need for their decisions. In addition, they need to understand the limitations of their data and how to use and interpret them appropriately. And they must ask--and answer to their satisfaction--a number of conceptual and technical questions that have implications for the validity, interpretation, and very meaning of the data they seek to use.
- Published
- 2011
69. At Risk Youth: A Transitory State? Longitudinal Surveys of Australian Youth. Briefing Paper 24
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National Centre for Vocational Education Research and Anlezark, Alison
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By definition, youth transitions involve young people moving between school, post-school study and employment. It is a time of flux, as young people try out different school, post-school work and study options. But are those who don't find work immediately likely to make a poor transition? Given that many may well have a spell out of the labour force, everyone needs to understand when this becomes a risk factor. This briefing paper draws on related research and some primary data analysis to consider whether being "at risk" is a permanent or transitory state. It suggests that, rather than counting the numbers of young people who are detached from work, study or other meaningful activities, everyone should focus on those who remain disconnected. It is important to be able to identify who may be most "at risk" of an unsuccessful transition to ensure that targeted and appropriate interventions can be implemented. Young people who accumulate disadvantage through poor literacy and numeracy and who are uninterested in school appear particularly vulnerable. They tend to leave school early and suffer disproportionally in the labour market. If this detachment from work or study continues for an extended period of time, the young person's inability to develop employability skills and their lack of work experience adversely affect their prospects of future employment. This is detrimental not only to the individual but also to the nation's productivity. Therefore, programs which help young people to make smoother and faster transitions into further study or employment are important. (Contains 6 tables, 3 figures and 4 footnotes.)
- Published
- 2011
70. Skills for the 21st Century: Findings and Policy Lessons from the OECD Survey of Adult Skills. OECD Education Working Papers, No. 166
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Organisation for Economic Cooperation and Development (OECD) (France) and Martin, John P.
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The OECD Survey of Adult Skills is the jewel in the crown of its Programme for the International Assessment of Adult Competencies (PIAAC). This paper argues that the findings and policy lessons from the project to date justify the high hopes which were placed in PIAAC when detailed planning for the project began in 2003. First, it presents a brief recap of PIAAC and its two predecessor international skills surveys. Second, it outlines the main themes which have been investigated to date using data from PIAAC. Third, the main findings and policy lessons drawn from PIAAC are highlighted. Finally, looking forward to the second cycle of PIAAC, for which planning is now underway, the paper suggests some priority areas for improvement to the survey design in order to add to its analytical usefulness and enhance its utility to policy makers.
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- 2018
- Full Text
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71. A Series of Papers on Detecting Examinees Who Used a Flawed Answer Key
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Scott, Marcus W.
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One way that examinees can gain an unfair advantage on a test is by having prior access to the test questions and their answers, known as preknowledge. Determining which examinees had preknowledge can be a difficult task. Sometimes, the compromised test content that examinees use to get preknowledge has mistakes in the answer key. Examinees who had preknowledge can be identified by determining whether they used this flawed answer key. This research consisted of three papers aimed at helping testing programs detect examinees who used a flawed answer key. The first paper developed three methods for detecting examinees who used a flawed answer key. These methods were applied to a real data set with a flawed answer key for which 37 of the 65 answers were incorrect. One requirement for these three methods was that the flawed answer key had to be known. The second paper studied the problem of estimating an unknown flawed answer key. Four methods of estimating the unknown flawed key were developed and applied to real and simulated data. Two of the methods had promising results. The methods of estimating an unknown flawed answer key required comparing examinees' response patterns, which was a time-consuming process. In the third paper, OpenMP and OpenACC were used to parallelize this process, which allowed for larger data sets to be analyzed in less time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2018
72. The Learning Communities Demonstration: Rationale, Sites, and Research Design. An NCPR Working Paper
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Postsecondary Research, Visher, Mary G., Wathington, Heather, Richburg-Hayes, Lashawn, and Schneider, Emily
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Learning communities are a popular strategy that community colleges nationwide have embraced in support of developmental students. In a learning community, a cohort of students takes two or more courses linked by integrated themes and assignments that are developed through ongoing faculty collaboration. While the number of learning community programs continues to grow, rigorous studies measuring their effectiveness are limited. To address this need for evidence, the Learning Communities demonstration, launched in 2007, uses random assignment to test models of learning communities at six community colleges: Kingsborough Community College, Queensborough Community College, Hillsborough Community College, Merced College, Houston Community College System, and Community College of Baltimore County. The study is designed to determine: (1) how learning communities can be designed to address the needs of academically underprepared students; (2) the effects of learning communities on student achievement, as measured by test scores, credits earned, and grades; (3) the effects of learning communities on students' persistence in higher education; and (4) what learning communities cost and how these costs compare with the costs of standard college programs for students with low basic skills. Preliminary findings will be available in 2009. This working paper describes the study's design, including a summary of the theoretical and empirical research relevant to learning communities, descriptions of the sites and their learning community models, the random assignment procedures, and plans for data analysis. (Contains 7 tables, 1 figure, and 67 notes.) [This paper was produced by the National Center for Postsecondary Research. It was written with the assistance of Oscar Cerna, Christine Sansone, and Michelle Ware.]
- Published
- 2008
73. A Teacher Evaluation System That Works. Working Paper
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National Institute for Excellence in Teaching (NIET), Daley, Glenn, and Kim, Lydia
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Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive approach has been demonstrated for ten years by TAP[TM]: The System for Teacher and Student Advancement. This system includes both classroom observations and student achievement growth measures, provides feedback to teachers for improvement, is aligned to professional development and mentoring support, and provides metrics for performance-based compensation. This paper describes the TAP system, and examines data from a large sample of teachers to assess the distribution of TAP evaluations and their alignment to student achievement growth. We find that TAP evaluations provide differentiated feedback, that classroom observational scores are positively and significantly correlated with student achievement growth, that TAP teachers increase in observed skill levels over time, and that TAP schools show differential retention of effective teachers based on these evaluation scores. Appended are: (1) Components of the TAP Skills, Knowledge, and Responsibilities Performance Standards; and (2) Weighting in the Skills, Knowledge, and Responsibilities Score. (Contains 15 figures, 3 tables and 3 footnotes.) [For "A Teacher Evaluation System That Works. Research Brief," see ED533381.]
- Published
- 2010
74. Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes. Working Paper Version with Appendices
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Martorell, Paco and McFarlin, Isaac
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Providing remedial (also known as developmental) education is the primary way colleges cope with students who do not have the academic preparation needed to succeed in college-level courses. Remediation is widespread, with nearly one-third of entering freshman taking remedial courses at a cost of at least $1 billion per year. Despite its prevalence, there is uncertainty surrounding its short- and longer-run effects. This paper presents new evidence on this question using longitudinal administrative data from Texas and a regression discontinuity research design. We find little indication that remediation improves academic or labor market outcomes. Additional data are appended. (Contains 32 footnotes, 11 tables, and 5 figures.) [This article has been published as: Martorell, Paco and Isaac McFarlin Jr. 2011. "Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes," The Review of Economics & Statistics, 93(2): 436-454.]
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- 2010
75. Estimation of Apprentice and Trainee Statistics. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Throughout the main text of this document data for New South Wales commencements and expired contracts are used as examples to illustrate the concepts being discussed. Supporting data is appended. A glossary is included. (Contains 4 tables and 8 figures.) [For the accompanying report, "Apprentices and Trainees: December Quarter, 2009", see ED510135.]
- Published
- 2010
76. Data 101: Guiding Principles for Faculty. A White Paper by the Academic Senate Executive Committee
- Author
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Academic Senate for California Community Colleges
- Abstract
The use of data for making educational decisions and to assess educational outcomes has been legislated by political bodies and codified by accreditation. Faculty have always used data to inform the grading process--data is gathered throughout the term to inform the letter grade assigned at the end. However, in today's educational environment, faculty must also examine and use data to inform their practice and guide their work in order to improve student interactions, enhance pedagogical strategies, direct program development, and create evidence for program review. In addition, using evidence is essential as faculty address equity practices and advocate for educational opportunities that provide equitable access and outcomes for diverse student populations. Nevertheless, sometimes the word "data" sends people running in the opposite direction. Part of the reason for this negative reaction is the historical use (or misuse) of data as simple statistical ammunition for drawing inappropriate or misguided conclusions or even for more nefarious purposes. Occasionally data are used to assess a college's work or programs with a goal towards discontinuance rather than improvement. Another element of this reaction may be a general discomfort when conversing with those who gather, organize, and interpret the numerical data in purely statistical terms. To address issues reflected by this negative reaction, faculty must understand certain basic guidelines and concepts when dealing with data. Faculty need not become statisticians to skillfully find and use data, but they must learn to engage the data with a critical and analytical eye in order to interpret and apply it appropriately. This paper suggests several principles faculty should acknowledge when looking at educational data and assessing its usefulness. It also demonstrates the application of these principles to a hypothetical scenario and indicates sources for getting data relevant to the California community colleges.
- Published
- 2010
77. An Analysis of Arizona Individual Income Tax-Credit Scholarship Recipients' Family Income, 2009-10 School Year. Program on Education Policy and Governance Working Paper. PEPG 10-18
- Author
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Harvard University, Program on Education Policy and Governance and Murray, Vicki E.
- Abstract
In 2009, the "East Valley Tribune and the Arizona Republic" alleged that Arizona's individual income tax-credit scholarship program disproportionately serves privileged students from higher-income families over those from lower-income backgrounds. Yet neither paper collected the student-level, scholarship recipient family income data needed to verify their allegation. This analysis does by using family income and related data provided by school tuition organizations (STOs) for 19,990 individual income tax-credit scholarship recipients, representing almost 80 percent (79.4 percent) of all scholarship recipients in 2009. These student-level data show there is no factual basis for claims that the individual income tax-credit scholarship program fails to help poor and lower-income students. This analysis finds that scholarship recipients' median family income was almost $5,000 lower than the U.S. Census Bureau statewide median annual income. It was also almost $5,000 lower than the median incomes in recipients' neighborhoods, as estimated using student addresses and zip codes. More than two-thirds (66.8 percent) of scholarship recipients' family incomes would qualify them for Arizona's means-tested corporate income tax-credit scholarship program, which is limited to $75,467 for a family of four. Finally, a higher proportion of scholarship recipients come from families whose incomes qualify them as poor (at or below $20,050 for a family of four) than the U.S. Census Bureau statewide average, 12.8 percent compared to 10.2 percent. (Contains 2 tables and 19 footnotes.)
- Published
- 2010
78. The Roles and Practices of Student Services Staff as Data-Driven Instructional Leaders. WCER Working Paper No. 2007-1
- Author
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Wisconsin Center for Education Research, Madison., Halverson, Richard, and Thomas, Christopher N.
- Abstract
This paper explores the ways in which school leaders are turning to student services staff as local experts in data analysis and use to meet the demands of high-stakes accountability. The authors have been collecting data, as part of a 5-year National Science Foundation-funded study, on how school leaders create data-driven systems to improve instruction at their schools. They found that while schools already had significant capacity to design curriculum-level interventions to address the needs of groups of students, leaders in the schools investigated turned to special education practices and professionals to provide the in-house expertise necessary to create a variety of student-level interventions. This paper provides a picture of the increased role that student services staff have had in developing and maintaining program- and student-level support programs. Specifically, it investigates two central issues: (1) the practices of student services staff provide a precedent for student-level intervention design; and (2) student services staff play new roles as data-savvy instructional leaders. (Contains 1 figure and 3 footnotes.) [This paper was originally prepared for the annual convention of the University Council for Educational Administration (San Antonio, Texas, 2006).]
- Published
- 2007
79. Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper
- Author
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National Center for Postsecondary Research (ED), Rodriguez, Olga, Hughes, Katherine L., and Belfield, Clive
- Abstract
The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access "Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief" see ED533874.]
- Published
- 2012
80. Evaluating Institutional Efforts to Streamline Postsecondary Remediation: The Causal Effects of the Tennessee Developmental Course Redesign Initiative on Early Student Academic Success. An NCPR Working Paper
- Author
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National Center for Postsecondary Research (ED) and Boatman, Angela
- Abstract
Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student outcomes prior to the course redesigns, the study also tests whether the redesigned remedial programs were more effective in preparing students for success in postsecondary education than the remedial programs they replaced. The findings indicate that, among students on the margins of the cutoff score, the effects of enrollment in developmental mathematics were positive and statistically significant on early student persistence as well as on the number of credits attempted but not completed in the first semester. However, these effects did not persist over time, as the results show no statistically significant differences between groups after two years. Yet the study also finds that students who were exposed to redesigned developmental math courses had more positive outcomes than did their peers in non-redesign institutions during the same period and also when compared with students who were exposed to the previous version of traditional remediation within their institution in prior years. Students appear to have benefited from redesigned courses at two of the three institutions. The results of this analysis provide insight into the extent to which the particular instruction and delivery methods of remedial courses affect subsequent student academic outcomes, thus informing administrators and policymakers as to how best to help underprepared students. Summarizing Course Redesign at Each Campus is appended. (Contains 7 tables, 4 figures and 22 footnotes.)
- Published
- 2012
81. The Academic Consequences of Employment for Students Enrolled in Community College. CCRC Working Paper No. 46
- Author
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Columbia University, Community College Research Center and Dadgar, Mina
- Abstract
College students are increasingly combining studying with paid employment, and community college students tend to work even longer hours compared with students at four-year colleges. Yet, there is little evidence on the academic consequences of community college students' term-time employment. Using a rare administrative dataset from Washington State that combines students' quarterly transcript records with earning records from the state Unemployment Insurance system, this study relies on two causal strategies: first, an individual fixed effects strategy that takes advantage of the quarterly nature of the data to control for unobserved and time-invariant differences among students, and second, an instrumental variable--difference-in-differences framework that takes advantage of the fact that there is an exogenous supply of retail jobs during the winter holidays. The study compares academic outcomes in the fall and winter quarters for students who were more likely to work in retail and those less likely to work in retail based on pre-enrollment association with retail jobs. The findings reject the possibility of large negative effects for small increases in employment for community college students. (Contains 6 tables, 3 figures and 5 footnotes.)
- Published
- 2012
82. Using Cross-Segmental Data Effectively to Support Alignment: How K-12 and Postsecondary Educators Can Access, Examine, and Use Cross-Segmental Data to Frame Discussions about Student Transition and Success in College. Advocacy & Policy Center Affinity Network Background Paper
- Author
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College Board Advocacy & Policy Center, Radwin, David, and Hensley, Elisabeth
- Abstract
The implementation of the Common Core State Standards (CCSS) over the coming years will provide an opportunity for K-12 and postsecondary educators to share and use data effectively to support alignment between the sectors and reduce the need for remedial education. This brief describes how these groups can work together to make the most of data and their shared expertise to increase the proportion of students who are college ready. It also provides a framework for collecting data and information on the critical goal of improving college readiness, including data on related outcomes, processes, and inputs. In an upcoming report, the authors will provide recommendations for key data and other information that can be used to support specific goals and strategies being developed by Affinity Network teams. (Contains 9 references and resources and 2 footnotes.)
- Published
- 2012
83. Institutional Transfer and the Management of Risk in Higher Education. WISCAPE Working Paper
- Author
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University of Wisconsin-Madison, Wisconsin Center for the Advancement of Postsecondary Education, Deil-Amen, Regina, and Goldrick-Rab, Sara
- Abstract
By probing the micro-level interactions and experiences shaping students' thoughts, behaviors, and decisions during college the authors hope to generate a better picture of how individuals enact the intersection of their own agency with their given social context. Such insights may enable a more accurate and meaningful interpretation of the association between parental education, first-year GPA, and reverse transfer. Therefore, the purpose of this study is to examine the "remain or reverse transfer" decision more closely by focusing on how it occurs among graduates of Chicago Public Schools (CPS). This study reveals the multiple and complex ways in which a sample of low SES four-year college students enact choices and strategies that have an impact whether or not they remain on a four-year trajectory or experience reverse mobility. Findings demonstrate how the nuances of the pre-college goal-setting process have implications not just for access to college but also for students' trajectories through college. The importance of risk-inducing contexts and risk-management strategies emerge prominently, with the role of social capital in negotiating this process gaining central focus. As the authors see from the quantitative findings, CPS students who enroll in 4-year colleges experience reverse transfer at relatively high rates, and this pathway increases their risk of non-completion. Moving beyond the role of parental education, this analysis of qualitative data highlights the pivotal role of advocates in helping students negotiate institutional contexts that induce risk and present serious academic and financial challenges. (Contains 14 endnotes 2 tables.)
- Published
- 2009
84. Explaining the Divergence between Student Numbers and Hours, 2002 to 2007. Technical Paper
- Author
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National Centre for Vocational Education Research, Karmel, Tom, and Mlotkowski, Peter
- Abstract
Information on the divergence between student numbers and delivery hours for the period 2002 to 2007 is provided in this technical paper. The change in hours from one year to the next is decomposed into three effects, one of which is "hours inflation", whereby nominal hours increase over time for the same unit of competency or module. Here we show that the "hours inflation" explains relatively little of the divergence between students and hours. However, another form of hours creep, whereby new modules have higher average hours than ceased modules, was of some significance at the start of the period in question. A list of tables representing change in hours by state and territory is appended. (Contains 2 footnotes, 7 tables, and 3 figures.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) as a joint initiative of the Australian Government, and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
85. Why Do the Growth Rates of Students, Enrollments and Hours Differ So Much between 2006 and 2007? Technical Paper
- Author
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National Centre for Vocational Education Research, Karmel, Tom, Mark, Kevin, and Mlotkowski, Peter
- Abstract
This technical paper examines some large and unusual movements for data in the 2007 VET (Vocational Education Training) Provider Collection by comparison with 2006. Changes in the patterns of courses undertaken explain most of the divergence between students, enrolments and hours. Appendices include: (1) Derivation of the decomposition; (2) Tables of enrolment growth and its effects--2006-2007; and (3) Reporting hours and enrolments for common, new and ceased modules by state. (Contains 48 tables and 1 footnote.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relation.]
- Published
- 2009
86. Stepping Stones: Principal Career Paths and School Outcomes. Working Paper 58
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Beteille, Tara, Kalogrides, Demetra, and Loeb, Susanna
- Abstract
Principals tend to prefer working in schools with higher-achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. District leadership can also exacerbate principal turnover by implementing policies aimed at improving low-performing schools such as rotating school leaders. Using longitudinal data from one large urban school district we find principal turnover is detrimental to school performance. Frequent turnover results in lower teacher retention and lower student achievement gains, which are particularly detrimental to students in high-poverty and failing schools. (Contains 10 tables and 3 footnotes.)
- Published
- 2011
87. High School Peer Networks and College Success: Lessons from Texas. Discussion Paper Series DP 2008-07
- Author
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University of Kentucky Center for Poverty Research, Fletcher, Jason, and Tienda, Marta
- Abstract
This paper uses administrative data from the University of Texas-Austin to examine whether high school peer networks at college entry influence college achievement, measured by grade point average (GPA) and persistence. For each freshman cohort from 1993 through 2003 we calculate the number and ethnic makeup of college freshmen from each Texas high school, which we use as a proxy for freshmen "peer network." Empirical specifications include high school fixed effects to control for unobservable differences across schools that influence both college enrollment behavior and academic performance. Using an IV/fixed effects strategy that exploits the introduction and expansion of the Longhorn Scholars Program, which targeted low income schools with low college traditions we also evaluate whether "marginal" increases in peer networks influence college achievement. Results show that students with larger peer network upon entering college perform better than their counterparts with smaller networks at the beginning of their freshman year. Average effects of network size on college achievement are small, but a marginal increase in the size of same-race peer networks raises GPA by 0.1 point. We also find some suggestive evidence that minority students with large high school peer networks reap larger academic benefits than their white counterparts. (Contains 7 tables and 9 footnotes.)
- Published
- 2008
88. Teacher Preparation and Student Achievement. Working Paper 20
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Boyd, Donald, Grossman, Pamela, Lankford, Hamilton, Loeb, Susanna, and Wyckoff, James
- Abstract
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with Pathway/Institution Effects and Description of Variables are appended. (Contains 6 footnotes, 9 tables and 4 figures.) [Funding for this report was provided by the City University of New York.]
- Published
- 2008
89. The New Instructional Leadership: Creating Data-Driven Instructional Systems in Schools. WCER Working Paper No. 2005-9
- Author
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Wisconsin Center for Education Research, Madison., Halverson, Richard, Prichett, Reid, Grigg, Jeffrey, and Thomas, Chris
- Abstract
The recent demand for schools to respond to external accountability measures challenges school leaders to create school instructional systems that use data to guide the practices of teaching and learning. This paper considers how local school leaders build data-driven instructional systems (DDIS) by developing new programs and using existing school functions to create an information flow through a school. The paper considers how leaders work with teachers and students to create DDIS to intentionally and systematically improve student learning. The paper begins by presenting a theoretical and analytical framework for understanding the systems that local school leaders create to develop a DDIS to facilitate an information flow about student achievement in schools. The DDIS is presented as six component functions involving (1) data acquisition, (2) data reflection, (3) program alignment and integration, (4) program design, (5) formative feedback, and (6) test preparation. The second part of the paper reviews data collected in a year-long study of four schools, using the DDIS cycle as a framework for describing how school leaders structure opportunities to engage in data-driven decision making. The data provide rich examples of how schools facilitate and impede the flow of student achievement information, and call into question any simple definition of data-based decision making in schools. The following are appended: (1) DDIS Interview Protocol; and (2) DDIS Coding Scheme. (Contains 1 table, 1 figure, and 2 footnotes.) [This paper was prepared for the Annual meeting of the National Council of Professors of Educational Administration (Washington, DC, July 2005).]
- Published
- 2005
90. Assessing the Determinants and Implications of Teacher Layoffs. Working Paper 55
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Goldhaber, Dan, and Theobald, Roddy
- Abstract
Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher's seniority is the greatest predictor, but (all else equal) teachers with a master's degree and teachers credentialed in the "high-needs areas" of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness can be calculated for a subset of the teachers and these show no relationship between effectiveness and the likelihood of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today. (Contains 3 figures, 7 tables and 68 footnotes.)
- Published
- 2010
91. Handheld E-Book Readers and Scholarship Report and Reader Survey: ACLS Humanities E-Book. White Paper No. 3
- Author
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American Council of Learned Societies and Gielen, Nina
- Abstract
This report describes a conversion experiment and subsequent reader survey conducted by the American Council of Learned Societies (ACLS) Humanities E-Book (HEB) in late 2009 and early 2010 to assess the viability of using scholarly monographs with handheld e-readers. As sample content, HEB selected six titles from its own online collection, three in a page-image format with existing OCR (optical character recognition)-derived text and three encoded as XML files, and had these converted by an outside vendor with minimal editorial intervention into both MOBI (prc) and ePub files. During its in-house assessment phase, HEB experienced some navigational difficulty with both formats and found that annotation and other interaction with the text was difficult using a number of popular e-readers. HEB also found the XML titles to be of limited functionality in the MOBI format and therefore opted not to further poll readers on this subset. About 88% of the 142 survey participants expressed overall satisfaction with the appearance and functionality of the three remaining handheld samples, although roughly half reported some level of frustration with the search function using either format, and only 26% felt they would have an easy time citing and referencing these editions. Satisfaction with other interactive features, such as adding notes, bookmarking and highlighting, was noticeably higher; however, the "n/a" option was also selected frequently for these categories, and it appears that a large number of participants were unable to perform the tasks in question due to confusing or insufficient instructions from the device manufacturer. As formats evolve, future satisfaction with these features may increase. Irrespective of specific limitations, 75% of participants were interested in potentially downloading additional similar titles for free or if priced below $10. HEB's initial findings in this study indicate that titles formatted for existing handheld devices are not yet adequate for scholarly use in terms of replicating either the benefits of online collections--cross-searchability, archiving, multifarious interactive components--nor certain aspects of print editions that users reported missing, such as being able to mark up and rapidly skim text. A turnaround is underway once a common and more robust format optimized for handheld readers is determined and devices themselves evolve, adding improved display options and better and more intuitive web-access, searching and other interactive use of content. Survey Results is appended. (Contains 30 footnotes.)
- Published
- 2010
92. Seniority Rules: Do Staffing Reforms Help Redistribute Teacher Quality and Reduce Teacher Turnover? CRPE Working Paper 2010-1
- Author
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University of Washington, Center on Reinventing Public Education, Gross, Betheny, DeArmond, Michael, and Goldhaber, Dan
- Abstract
Education reformers routinely call on school districts to stop hiring teachers based on seniority, which they argue interferes with effective staffing, especially in disadvantaged schools. The few researchers who have empirically studied the issue, however, disagree about whether seniority-based hiring is systematically associated with staffing problems for disadvantaged schools. We approach the question by examining what happens when a single urban school district eliminates seniority-based hiring preferences. We conduct an interrupted time-series analysis of data from 1998-2005 and find that the shift from a seniority-based hiring system to a "mutual consent" hiring system leads to an initial increase in both teacher turnover and share of inexperienced teachers, especially in the district's most disadvantaged schools. For the most part, however, these initial shocks are corrected within four years leaving little change in the distribution of inexperienced teachers or levels of turnover across schools of different advantage. The results suggest that although it might be necessary for school districts to lift hiring constraints to improve school staffing, lifting seniority-based constraints alone is unlikely to be sufficient. (Contains 5 tables, 10 figures and 13 footnotes.)
- Published
- 2010
93. The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate. Program on Education Policy and Governance Working Papers Series. PEPG 10-03
- Author
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Harvard University, Program on Education Policy and Governance and Chingos, Matthew M.
- Abstract
Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to reduce class size to deviations from prior trends in districts that received equivalent resources but were not required to reduce class size. I use the same comparative interrupted time series design to compare schools that were differentially affected by the policy (in terms of whether they had to reduce class size) but that did not receive equal additional resources. The results from both the district- and school-level analyses indicate that mandated CSR in Florida had little, if any, effect on cognitive and non-cognitive outcomes. Thirteen tables are appended: (1) Effect of Required CSR at District Level on District Characteristics; (2) Effect of Required CSR at School Level on School Characteristics; (3) District-Level Models with Additional Years of Pre-Treatment Data (Effects in Student-Level Standard Deviations); (4) District-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (5) District-Level Analysis Robustness Checks (Effects in Student-Level Standard Deviations); (6) Effects of District-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (7) Effects of District-Level CSR on Stanford Achievement Test (SAT) Scores (Student-Level Standard Deviations); (8) Achievement Effects of District-level CSR by Subgroup (Student-Level Standard Deviations); (9) Effects of District-Level CSR on Non-Cognitive Outcomes; (10) School-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (11) Effects of School-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (12) Achievement Effects of School-Level CSR by Subgroup (Student-Level Standard Deviations); and (13) Effects of School-Level CSR on Non-Cognitive Outcomes. (Contains 3 figures, 21 tables and 32 footnotes.)
- Published
- 2010
94. Remediation in the Community College: An Evaluator's Perspective. CCRC Working Paper No. 9
- Author
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Columbia Univ., New York, NY. Community Coll. Research Center., Levin, Henry M., and Calcagno, Juan Carlos
- Abstract
Remediation is the most common policy designed to prepare students academically and socially during their early stages of college. But despite its profound importance and its significant costs, there is very little rigorous research analyzing its effectiveness. The goal of this paper is to provide a conceptual framework for evaluation of remedial education programs. Based on previous literature, we review a list of ingredients for successful interventions, present a number of approaches to remediation that make use of these ingredients, discuss alternative research designs for systematic evaluations, and enumerate basic data requirements. (Contains 19 footnotes.)
- Published
- 2007
95. Everyone's Doing It, but What Does Teacher Testing Tell Us about Teacher Effectiveness? Working Paper 9
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER) and Goldhaber, Dan
- Abstract
This paper explores the relationship between teacher testing and teacher effectiveness using a unique dataset that links teachers to their individual students. My findings show a positive relationship between some teacher licensure tests and student achievement. But they also suggest that states face significant tradeoffs when they require particular performance levels as a precondition to becoming a teacher: some teachers whom we might wish were not in the teacher workforce based on their contribution toward student achievement are eligible to teach based on their performance on these tests, while other individuals who would be effective teachers are ineligible. (Contains 4 tables, 1 figure and 25 footnotes.)
- Published
- 2007
96. Key Issues in Studying Charter Schools and Achievement: A Review and Suggestions for National Guidelines. NCSRP White Paper Series, Number 2
- Author
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Washington Univ., Seattle. Center on Reinventing Public Education.
- Abstract
This report from the Charter School Achievement Consensus Panel, a group of nine researchers convened by the National Charter School Research Project, examines the existing research on student achievement in charter schools and details how future research could be improved. The panel reviewed and rated more than 40 evaluations of charter school performance released between 2000 and 2005. Studies evaluating charter schools nationally or across states were found to be "fair" to "poor." Two key findings are that: (1) no one research method or approach is problem-free; and (2) the results of studies focused on one kind of charter school cannot be generalized to all charter schools. The panel offers guidelines for local, regional, and national studies and recommends that the research community consider the pattern of results from multiple studies instead of relying on a single study for definitive results. This White Paper is the first in a series of reports from the consensus panel, all of which will be concerned with assessing and strengthening the evidence about charter school outcomes. Appended are: (1) List of Charter School Studies Included in Literature Review; and (2) Details on the Literature on Charter Schools. (Contains 6 tables and 3 figures.) [Principal drafters of this report were: Julian Betts and Paul T. Hill.]
- Published
- 2006
97. Longitudinal Data Systems to Support Data-Informed Decision Making: A Tri-State Partnership between Michigan, Minnesota, and Wisconsin. WCER Working Paper No. 2006-1
- Author
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Wisconsin Center for Education Research, Madison., Thorn, Christopher A., and Meyer, Robert H.
- Abstract
The U.S. Department of Education recently held a competition for grants to support states in their efforts to build longitudinal data systems to track and analyze student and school performance. The Value-Added Research Center (VARC) at the Wisconsin Center for Education Research, University of Wisconsin-Madison, proposed a Tri-State Partnership in collaboration with the states of Michigan, Minnesota, and Wisconsin. Fourteen states were funded, with the Tri-State Partnership proposal the only multi-state effort to win approval. This paper outlines the initial design and work plan of the partnership. It also presents several of the design concerns related to complex system development for educational improvement. (Contains 2 figures.)
- Published
- 2006
98. An Agenda for NAEP Validity Research: NAEP Validity Studies. Working Paper Series.
- Author
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National Center for Education Statistics (ED), Washington, DC. and Stancavage, Frances B.
- Abstract
The National Assessment of Educational Progress (NAEP) Validity Studies Panel undertook a systematic analysis to consider the domain of validity threats to NAEP and to identify the most urgent research priorities. A framework of six broad categories was developed: (1) the constructs measured within each of NAEP's subject domains; (2) the manner in which these constructs are measured; (3) the representation of the population; (4) the analyses of data; (5) the reporting and use of NAEP results; and (6) the assessment of trends. Panel subcommittees prepared papers laying out the critical validity issues in each area. These papers, which are presented in chapters 2 through 7 of this report, are: (1) "Validity Issues Representing Populations" (Donald H. McLaughlin, Peter Behuniak, and James R. Chromy) (Chapter 4); (2) "Issues and Recommendations on NAEP Data Analysis" (R. Darrell Bock, Albert Beaton, and Gerald DeMauro) (Chapter 5); (3) "Validity and Utility Issues in NAEP Reporting and Data Releases" (Frances B. Stancavage and Ina V. S. Mullins) (Chapter 6); and (4) "Estimating Trends from NAEP Scores: Rationale and Research Directions" (David Grissmer, Albert E. Beaton, and Larry Hedges) (Chapter 7). The panel reviewed these papers and set priorities in each area by a consensus process. Sixteen suggested studies or areas of study were identified. Four stood out as essential, nine others were considered "highly needed," and three were found to be less important. The panel indicated unanimously that studies are essential to evaluate the validity aspects of NAEPs new role under the No Child Left Behind Act. The appendix to chapter 4 is attached. (Contains 6 figures and 26 tables.) (SLD)
- Published
- 2003
99. Optimizing State NAEP: Issues and Possible Improvements: NAEP Validity Studies. Working Paper Series.
- Author
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National Center for Education Statistics (ED), Washington, DC. and Mullis, Ina V. S.
- Abstract
This paper addresses three key topics related to making state National Assessment of Educational Progress (NAEP) assessments more efficient: (1) reducing the burden for the states; (2) stabilizing the assessment schedule; and (3) facilitating and promoting the use of state NAEP data. The paper recommends promoting the use of state NAEP data for the continued success of the NAEP program. It suggests that this could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports and working with states and other organizations to address the needs of different NAEP audiences more effectively. The paper also suggests spending proportionately less of the state NAEP resources on data collection and more on disseminating information about the many uses of the program. (Contains 3 tables and 10 references.) (SLD)
- Published
- 2003
100. School Segregation under Color-Blind Jurisprudence: The Case of North Carolina. Working Paper 16
- Author
-
Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Clotfelter, Charles T., Ladd, Helen F., and Vigdor, Jacob L.
- Abstract
Using detailed administrative data for the public K-12 schools of North Carolina, we measure racial segregation in its public schools. With data for the 2005-2006 school year, we update previously published calculations that measure segregation by unevenness in racial enrollment patterns, both between schools and within schools. We find that classroom segregation generally increased between 2000-2001 and 2005-2006, continuing, albeit at a slightly slower rate, the trend of increases we observed over the preceding six years. Segregation increased sharply in Charlotte-Mecklenburg, which introduced a new choice plan in 2002. Over the same period, racial and economic disparities in teacher quality widened in that district. Finally, we compare our basic measure to two alternative measures of segregation. An appendix is included. (Contains 31 footnotes and 11 tables.)
- Published
- 2008
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