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Educational Assessment, Evaluation, and Research

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Articles 1 - 30 of 264

Full-Text Articles in Education

Zoology One Efficacy Evaluation Summary Of Findings (April 2020), Abigail Gray, Philip Sirinides, Ryan Fink, Brooks Bowden Apr 2020

Zoology One Efficacy Evaluation Summary Of Findings (April 2020), Abigail Gray, Philip Sirinides, Ryan Fink, Brooks Bowden

CPRE Policy Briefs

Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, , Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). This study1 focuses on an innovative curriculum for kindergarten that closely integrates literacy instruction and science exposure. The research study combines a rigorous randomized controlled trial with in-depth cost and implementation studies to investigate impacts.


After-School Tutoring, Household Substitution And Student Achievement: Experimental Evidence From Rural China, Jere R. Behrman, C. Simon Fan, Xiangdong Wei, Hongliang Zhang, Junsen Zhang Jan 2020

After-School Tutoring, Household Substitution And Student Achievement: Experimental Evidence From Rural China, Jere R. Behrman, C. Simon Fan, Xiangdong Wei, Hongliang Zhang, Junsen Zhang

Population Center Working Papers (PSC/PARC)

Worldwide children’s access to after-school learning activities is highly dependent on family backgrounds. Concern over the implications of such activities for child development and educational inequality has led to a global rise of public provision of after-school learning support. However little is known about interactions of public after-school activities and household investments in children’s learning. This paper contributes to the literature on the effects of public inputs on household inputs and student achievement in after-school settings. We build a model that integrates public and private inputs to produce student achievement through two competing mechanisms – diminishing returns to total ...


The Causal Effects Of Parents' Schooling On Children's Schooling In Urban China, Jere R. Behrman, Yuan Hu, Junsen Zhang Jan 2020

The Causal Effects Of Parents' Schooling On Children's Schooling In Urban China, Jere R. Behrman, Yuan Hu, Junsen Zhang

Population Center Working Papers (PSC/PARC)

Parental schooling is widely thought to improve child outcomes. But most studies on parental-child relations are associative, without control for estimation problems, such as unobserved intergenerationally-correlated endowments, if causality is of interest. The few exceptions are relatively recent studies that focus on high-income countries (HICs), with their much different contexts than the low- and middle-income countries (LMICs) in which the vast majority of children globally are growing up. This paper estimates the causal (conditional on the assumptions for the model) relationships between parents’ schooling and their children’s schooling in the most populous LMIC, using adult identical (monozygotic, MZ) twins ...


Does Sorting Matter For Learning Inequality? Evidence From East Africa, Paul Anand, Jere R. Behrman, Hai-Anh H. Dang, Sam Jones Dec 2019

Does Sorting Matter For Learning Inequality? Evidence From East Africa, Paul Anand, Jere R. Behrman, Hai-Anh H. Dang, Sam Jones

Population Center Working Papers (PSC/PARC)

Inequalities in children’s learning are widely recognized to arise from variations in both household and school-related factors. While few studies have considered the role of sorting between schools and households, even fewer have quantified how much sorting contributes to educational inequalities in low- and middle-income countries. We fill this gap using data on over 1 million children from three East African countries. Applying a novel variance decomposition procedure, our results indicate that sorting of pupils across schools accounts for at least 8 percent of the total test-score variance, equivalent to half a year of schooling or more. This contribution ...


The Physiology Of Social-Emotional Learning: Integrating Biomarkers Of Self-Regulation Into The Assessment And Implementation Of Programs, Martin E. Blank Oct 2019

The Physiology Of Social-Emotional Learning: Integrating Biomarkers Of Self-Regulation Into The Assessment And Implementation Of Programs, Martin E. Blank

Master of Applied Positive Psychology (MAPP) Capstone Projects

In the last two decades, formalized social-emotional learning (SEL) programs in schools have proliferated in response to a staggering increase in mental, social, and emotional challenges for youth. SEL programs differ in their theoretical foundations, though there are commonalities among them. Self-regulation (SR) surfaces as an important pillar. Researchers have relied mostly on self-reporting and teacher questionnaires to measure the effectiveness of these programs to improve SR and other aspects of youth well-being, without explicitly considering the physiological effects of these interventions on the biomarkers of youth. By addressing this gap, program researchers, developers, and educators can reach their stated ...


Technical Job Placement Success Of Coding Bootcamps, Savi Joshi Jan 2019

Technical Job Placement Success Of Coding Bootcamps, Savi Joshi

Joseph Wharton Scholars

Studies have addressed the inconsistencies and uncertainty of coding bootcamps despite the recent sensationalization of bootcamps as an opportunity to close the wage gaps. While high variability based on intensity, duration, and delivery exist, many of these bootcamps advertise high job placement rates and guarantee technical competency upon graduation. This study evaluates technical job placement rates for recent coding bootcamp graduates using public LinkedIn profiles, accounting for any technical experience prior to the bootcamp such as a technical undergraduate degree or previous employment. Through regression analysis and propensity-score matching, the study finds that while prior technical experience is the strongest ...


Examining Teacher Quality Gaps In The Philadelphia School District, Cecilia Heard Jan 2019

Examining Teacher Quality Gaps In The Philadelphia School District, Cecilia Heard

Wharton Research Scholars

This paper compares the presence of teacher quality gaps (TQGs) in charter schools to those present in traditional public schools (TPS) within the Philadelphia School District. No significant difference in TQGs was found to exist when student disadvantage was defined by socioeconomic status and teacher quality was defined by years of experience, but there was a significant difference favoring traditional public schools when student disadvantage was defined as identification with an underrepresented minority group (URM). An examination of the value-added score distributions of charter and traditional public schools found TPS to have higher minimum, median and maximum scores than charter ...


Longitudinal And Cross-Country Measurement Invariance Of The Pisa Home Possessions Scale, Selene S. Lee Jan 2019

Longitudinal And Cross-Country Measurement Invariance Of The Pisa Home Possessions Scale, Selene S. Lee

Publicly Accessible Penn Dissertations

Measuring socioeconomic status (SES) is very important in educational research, as researchers often use this information to contextualize the results of an assessment or to control for SES when analyzing the relationship between academic achievement and other variables. However, any cross-country comparisons using SES data from international large-scale assessments, such as the Programme for International Student Assessment (PISA), should be preceded by a careful examination of the psychometric properties of the scale used to measure SES, an issue which is rarely addressed by researchers. The current study aims to fill the gaps in this field of research by analyzing the ...


A Multilevel Factor Analytic Investigation Of The Learning-To-Learn Scales: A More Child-Centered Look At Dimensionality, Benjamin Pratt Brumley Jan 2019

A Multilevel Factor Analytic Investigation Of The Learning-To-Learn Scales: A More Child-Centered Look At Dimensionality, Benjamin Pratt Brumley

Publicly Accessible Penn Dissertations

Children from low-income households are at risk for entering school behind their more economically advantaged peers across major domains of school readiness. The Head Start program represents the federal government’s response to these achievement gaps by mandating the use of scientifically based assessments and curricula to provide children with the necessary school readiness skills. Routine teacher-report assessment of children’s school readiness using scientifically validated assessments is key to effectively guide early childhood education. Approaches to Learning is one of the five domains of school readiness targeted by Head Start. The Learning-to-Learn Scales (LTLS) is currently the only multidimensional ...


College Opportunity At Risk: An Assessment Of The States — State Risk Assessments, Joni E. Finney, Abigail Dym, Ben Williams, Peter Granville, Ashley Napier Jun 2018

College Opportunity At Risk: An Assessment Of The States — State Risk Assessments, Joni E. Finney, Abigail Dym, Ben Williams, Peter Granville, Ashley Napier

GSE Publications

No abstract provided.


College Opportunity At Risk: An Assessment Of The States, Joni E. Finney, Abigail Dym, Ben Williams, Peter Granville, Ashley Napier Jun 2018

College Opportunity At Risk: An Assessment Of The States, Joni E. Finney, Abigail Dym, Ben Williams, Peter Granville, Ashley Napier

GSE Publications

A public compact for postsecondary education in the 21st century must have at its core a commitment to educational opportunity. The demands of the knowledge economy and modern democracy require that most Americans have the opportunity to develop critical thinking, problem solving, communication, and technological knowledge and skills.


Teachers' Work Practices In Kazakhstan: Some Comparative Insights From Timms 2011 To Guide Curriculum Implementation, Alan Ruby, Colleen Mclaughlin Mar 2018

Teachers' Work Practices In Kazakhstan: Some Comparative Insights From Timms 2011 To Guide Curriculum Implementation, Alan Ruby, Colleen Mclaughlin

GSE Publications

This paper looks at the different norms of practice between mathematics teachers in two countries, Kazakhstan and England. These differences pose challenges and opportunities for the implementation of a new secondary curriculum in Kazakhstan; a curriculum that has been shaped by and is grounded in prevailing practice in English educational system. The paper draws on survey data from the 2011 TIMSS exercise and relates it to our observations of classrooms in Kazakhstan over the last 5 years. The analy­sis draws on various cross­national studies of teachers’ work and studies of subject departments. The paper concludes with a discussion ...


Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas Mar 2018

Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas

GSE Publications

A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been ...


Supporting Home Language Reading Through Technology In Rural South Africa, Nathan M. Castillo, Daniel A. Wagner Mar 2018

Supporting Home Language Reading Through Technology In Rural South Africa, Nathan M. Castillo, Daniel A. Wagner

Journal Articles (Literacy.org)

This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.


Literacy, Daniel A. Wagner Jan 2018

Literacy, Daniel A. Wagner

Journal Articles (Literacy.org)

Literacy is a complex and dynamic phenomenon that varies across time, language, and geography. The origins of literacy can be traced back thousands of years, initially invented as a tool for communication to be shared amongst only a small portion of 'educated' human society. However, within the past few centuries, many societies have experienced transitions from mostly illiterate to predominantly literate populations through a variety of means involving both formal and informal learning. The present review considers literacy in a global perspective, with short sections that review: the history and definition of literacy; life-span perspectives; and finally some challenges and ...


Posttraumatic Growth And Residential Therapy: Cultivating Environments That Support And Facilitate Posttraumatic Growth And Positive Well-Being., Tracey Bachrach Jan 2018

Posttraumatic Growth And Residential Therapy: Cultivating Environments That Support And Facilitate Posttraumatic Growth And Positive Well-Being., Tracey Bachrach

Master of Applied Positive Psychology (MAPP) Capstone Projects

Residential therapy is intended for those needing mental health crisis intervention. The well-being of these people cannot be overlooked and should take an active role in the treatment process, especially for those struggling with the symptomology of posttraumatic stress. By utilizing both positive psychology and posttraumatic growth theory and practice, participants in residential therapy may strengthen personal well-being thus encouraging the posttraumatic growth process. Focusing on positive affect, engagement, relationships, meaning, and achievement can stimulate and support posttraumatic growth in an intentional setting such as residential therapy. This will shift treatment goals and outcomes away from deficit diagnosis and recovery ...


Approaches To Learning In The Ecls-K: Measurement And Growth From Kindergarten To Grade 2, Kathy Buek Jan 2018

Approaches To Learning In The Ecls-K: Measurement And Growth From Kindergarten To Grade 2, Kathy Buek

Publicly Accessible Penn Dissertations

Children’s Approaches to Learning (AtL) has been identified in research and policy as a key domain of children’s school readiness. Nevertheless, there remains a lack of consensus around the exact definition and specific dimensions of AtL. Additionally, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This exploratory study examined measurement and growth of children’s AtL over six occasions spanning kindergarten through second grade in the ECLS-K Class of 2010-2011. Large statistically significant ...


A Comprehensive Examination Of The School District Of Philadelphia’S Kindergarten Classroom Engagement Scale (Ces): Validation Report, Katherine Barghaus, John Fantuzzo, Benjamin Brumley, Kristen Coe, Whitney Leboeuf Nov 2017

A Comprehensive Examination Of The School District Of Philadelphia’S Kindergarten Classroom Engagement Scale (Ces): Validation Report, Katherine Barghaus, John Fantuzzo, Benjamin Brumley, Kristen Coe, Whitney Leboeuf

Reports

The Penn Child Research Center and School District of Philadelphia (SDP) have partnered to foster the classroom engagement skills of students entering public school kindergarten. To do so, a three-phase, evidence-based, plan was developed. The first phase was to establish the scientific validity and reliability of the District’s measure of classroom engagement currently used at-scale with all kindergarteners–the Classroom Engagement Scale (CES). This measure consists of 14 items and it appears on the kindergarten report card which is sent home quarterly. This report contains the findings from the validation study.


Minority Teacher Recruitment, Employment, And Retention: 1987 To 2013, Richard M. Ingersoll, Henry May, Greg Collins Sep 2017

Minority Teacher Recruitment, Employment, And Retention: 1987 To 2013, Richard M. Ingersoll, Henry May, Greg Collins

GSE Publications

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the past quarter century. Our objective is to empirically ground the debate over minority teacher shortages. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-Up Survey (TFS).1


The Classroom Engagement Scale: Validity Evidence And Implications For Use, Katherine Barghaus, John Fantuzzo, Kristen Coe, Benjamin Brumley, Whtiney Leboeuf Jul 2017

The Classroom Engagement Scale: Validity Evidence And Implications For Use, Katherine Barghaus, John Fantuzzo, Kristen Coe, Benjamin Brumley, Whtiney Leboeuf

Research Briefs

This research brief describes the validation of the Classroom Engagement Scale for use in kindergarten based on it current full-scale use in the School District of Philadelphia. It provides the foundation for more meaningful use of the scale by parents and teachers as they work to build social-emotional competencies in kindergarten students.


Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran Jun 2017

Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran

CPRE Research Reports

Numerous countries suffer from a shortage of technicians and skilled workers, particularly in the STEM fields (science, technology, engineering, and mathematics), due to a mismatch between the skills and interests of the students graduating from or leaving the current education system and the needs of the labor market. Often, parents and students place a high priority on entering and completing university, and as a consequence, many students pursue academic education in secondary schools in order to gain entrance to university, only to find themselves entering the job market lacking the skills they need for employment and advancement. Further, in some ...


The Impact Of Ogap On Elementary Math Teacher Knowledge And Student Achievement, Jonathan A. Supovitz, Janine Remillard, Robert A. Nathenson May 2017

The Impact Of Ogap On Elementary Math Teacher Knowledge And Student Achievement, Jonathan A. Supovitz, Janine Remillard, Robert A. Nathenson

CPRE Conference Presentations and Papers

The Ongoing Assessment Project (OGAP) is a learning trajectory-oriented formative assessment program that develops teachers’ abilities to understand and apply research-based developmental trajectories in math content areas to deepen their thinking about their students. In OGAP, teachers learn to use a learning progression framework to continually assess and adapt their instruction to students’ developing understanding, aiming to move them towards more sophisticated strategies in a range of multiplicative contexts. For this reason, OGAP puts a premium on students’ precision of answer (including correctness and unit labeling) and sophistication of solution response.

In this study we examine the multi-year impacts of ...


School-Based Structures That Support Teacher Use Of Learning Trajectory Frameworks, Janine Remillard, Cecile Sam, Jordan D'Olier, Hayden Lyons May 2017

School-Based Structures That Support Teacher Use Of Learning Trajectory Frameworks, Janine Remillard, Cecile Sam, Jordan D'Olier, Hayden Lyons

CPRE Conference Presentations and Papers

The OGAP intervention incorporates two approaches to mathematics instruction that are well supported by research, but have not been uniformly adopted in U.S. schools: The first is ongoing formative assessment by teachers to tailor instruction to student needs (Black & Wiliam, 1998); the second is the use of learning trajectories to specify conceptual pathways for student development within specific domains (Daro et al., 2011; Sztajn et al., 2012). Implementing OGAP in schools involves a great deal of learning on the part of teachers and school leaders. It also involves embracing a fundamental shift in how one thinks about learning and designing instruction ...


Teacher Well-Being And Resilience: Podcasts As A Tool For Global Reach, Sophia Kokores, Anne Johnstone, Julia King, Amanda Jones May 2017

Teacher Well-Being And Resilience: Podcasts As A Tool For Global Reach, Sophia Kokores, Anne Johnstone, Julia King, Amanda Jones

Master of Applied Positive Psychology (MAPP) Service Learning Projects

Teachers are under increasing pressure inside and outside the classroom, at work and at home. There is a growing need for resilience training and tools to help increase teacher well- being. As part of their global support for teachers, the International Positive Education Network (IPEN) is keen to develop a program to help teachers learn about and develop their resilience. Team Indigo, (four teachers and MAPP students), have developed a plan for a podcast approach to teaching resilience to teachers that includes empirically based strategies and case study interviews with real teachers. A podcast platform has been chosen for ease ...


Driven To Perform: Tennessee's Higher Education Policies & Outcomes: A Case Study, Joni E. Finney, Elaine W. Leigh, Roman Ruiz, Wendy Castillo, Edward Smith, Daniel C. Kent Apr 2017

Driven To Perform: Tennessee's Higher Education Policies & Outcomes: A Case Study, Joni E. Finney, Elaine W. Leigh, Roman Ruiz, Wendy Castillo, Edward Smith, Daniel C. Kent

GSE Publications

This report presents a picture of how multiple converging state policies affect higher educaton performance in Tennessee as the state pursues an aggressive plan to improve the educational attainment of its residents. Policy is a powerful lever for advancing—or hindering—a state's higher education attainment agenda. By taking into account Tennessee's particular state context, we can better understand the factors influencing the content, formation, implementation, and ultimate success of higher education policy intended to improve performance and meet state attainment goals (Perna & Finney, 2014).


A Quarter Century Of Changes In The Elementary And Secondary Teaching Force: From 1987 To 2012 - Statistical Analysis Report, Richard M. Ingersoll Apr 2017

A Quarter Century Of Changes In The Elementary And Secondary Teaching Force: From 1987 To 2012 - Statistical Analysis Report, Richard M. Ingersoll

GSE Publications

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987-88 to 2011-12. The report focuses on three key demographic characteristics: the size of the teaching force, the level of teaching experience of the teaching force, and the racial/ethnic composition of the teaching force.


Evidence For Early Literacy Intervention: The Impacts Of Reading Recovery, Abigail Gray, Heather Goldsworthy, Henry May, Philip Sirinides Apr 2017

Evidence For Early Literacy Intervention: The Impacts Of Reading Recovery, Abigail Gray, Heather Goldsworthy, Henry May, Philip Sirinides

CPRE Policy Briefs

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery—a widely used ...


El Aprendizaje En La Base De La Pirámide: Restricciones, Comparabilidad Y Política En Países En Vías De Desarrollo, Daniel A. Wagner, Nathan M. Castillo Jan 2017

El Aprendizaje En La Base De La Pirámide: Restricciones, Comparabilidad Y Política En Países En Vías De Desarrollo, Daniel A. Wagner, Nathan M. Castillo

Journal Articles (Literacy.org)

Los objetivos para el desarrollo de las Naciones Unidas han asignado, de manera sostenida, una alta prioridad a la calidad educativa —y a la del aprendizaje. Esto ha llevado a avances sustanciales en ayuda para el desarrollo internacional hacia la educación, y también a una mayor atención, a nivel mundial, a la importancia del aprendizaje de los niños. Sin embargo, tales metas son principalmente normativas: tienden a representar promedios entre naciones, brindando limitada atención a las variaciones dentro de dichos países. La presente investigación proporciona un análisis de las tensiones científicas en la comprensión del aprendizaje en poblaciones pobres y ...


Joshua A. Fishman: A Scholar Of Unfathomable Influence, Nancy H. Hornberger Jan 2017

Joshua A. Fishman: A Scholar Of Unfathomable Influence, Nancy H. Hornberger

GSE Publications

In personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I got to know him – a glimpse of the person behind the great ideas that have so powerfully shaped our thinking. My many vivid memories of things Fishman said or wrote in my personal encounters with him – often pithy one-liners – are testimony to the power of his mind and voice, his spirit and soul. From my first year of Ph.D. study when I took his course Sociology of Bilingual Education at the 1980 Linguistic Society of America Summer Institute at the University ...


The Impact Of Attitudes Toward Science And Core Self-Evaluation On Science Achievement And Career Outcomes: A Trajectory-Based Approach, Jessica Lena Chao Jan 2017

The Impact Of Attitudes Toward Science And Core Self-Evaluation On Science Achievement And Career Outcomes: A Trajectory-Based Approach, Jessica Lena Chao

Publicly Accessible Penn Dissertations

A talented, innovative workforce in science, technology, engineering, and mathematics (STEM) is a critical component of sustained economic growth and global competitiveness. The development of this workforce is a primary concern among policymakers, industry leaders, and academics. Although many students express an interest in STEM in secondary school, many of them eventually choose not to pursue a degree or career in a STEM field. This trend has been linked to inadequate achievement, but also to lack of confidence, inconsistent interest, and shifting motivation. It is important that we understand the development of precollege socialcognitive factors affecting persistence to help identify ...