ethanporcaro/eric-fulltext-meta huggingface dataset:
Achieve3000® Impacts on Student Reading and STAAR EOC English I, English II, and Biology Exams for the 2014-2015 Academic Year. Evaluation Report. Volume 9, Issue 1
Author: Torres, D. Diego
Date: 2015-07-00
Type: Reports - Research
Subjects: Reading Programs,Web Based Instruction,Reading Instruction,Individualized Instruction,Program Effectiveness,Achievement Tests,Reading Achievement,Science Achievement,Science Tests,Biology,Grade 9,Grade 10,High School Students,Scores,Urban Schools

Based on the Lexile® Framework, a scientific approach to reading and text measurement backed by more than two decades of ongoing research, Achieve3000®, a web-based differentiated reading program used by HISD [Houston Independent School District], is designed to improve student reading ability and comprehension of increasingly complex texts by initially meeting students where they are academically. The present study focuses on ninth and tenth graders and assesses the impact deriving from the use of Achieve3000's reading solutions on (1) the change between students' pre- and post-test Lexile scores as measured by LevelSet™, (2) students' scale score performance on the State of Texas Assessment of Academic Readiness End-Of-Course (STAAR EOC) for the English I, English II, and Biology exams, and (3) students' probability of meeting both the Phase-in 1 and Phase-in 2 passing standard on the STAAR EOC English I and English II. Results suggest that the more students use Achieve3000's web-based software, the greater their gains in post-test Lexile scores, the greater their achievement on the STAAR EOC exams, and the higher their probability of meeting the Phase-in 1 and Phase-in 2 passing standard on the STAAR EOC exams. Based on these findings, it is recommended that teachers in schools that have Achieve3000 licenses actively encourage the completion of Achieve3000 exercises.
NewsWise Evaluation Report, 2018-19. A National Literacy Trust Evaluation Report
Author: Cappellini, Chiara
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Literacy Education,Interdisciplinary Approach,Preadolescents,Foreign Countries,Media Literacy,News Media,Student Attitudes,Student Interests,Teacher Attitudes,Critical Thinking,Elementary School Students,Workshops,Disadvantaged Youth,Information Technology

This report evaluates the impact of the first year of NewsWise -- a free, cross-curricular news literacy programme for 9- to 11-year-olds across the UK, developed by the Guardian Foundation, the National Literacy Trust and the PSHE Association, and funded by Google. NewsWise aims to empower children from disadvantaged communities with the skills and knowledge to engage with and enjoy news, to feel confident to ask questions and to challenge misinformation, and to have their own values and opinions. The evaluation found that children who took part in NewsWise developed a deeper understanding of why and how news stories are created, reported greater confidence when navigating news and showed increased critical engagement with the news: (1) 3 in 4 pupils (76%) had a better understanding of why news is created; (2) Children became increasing aware that fact-checking is an essential element of creating news, rising from 52% before participation in the programme to 70%; (3) More pupils believed the news should be fair (from 41% to 72%), balanced (35% to 72%) and truthful (from 80% to 88%); (4) 8 in 10 pupils (84%) were more confident spotting fake news, while the percentage who said they find it difficult to tell if a news story is trustworthy decreased from 49% to 33%; (5) The percentage of pupils saying they weren't interested in the news decreased from 33% to 25%; and (6) 100% of teachers say their pupils now have increased confidence in thinking critically about news and 96% say pupils also have increased skills in this area.
Children and Young People&apos;s Reading in 2017/18: Findings from Our Annual Literacy Survey. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: Children,Adolescents,Reading,Foreign Countries,Literature Appreciation,Reading Attitudes,Writing Attitudes,Reading Habits,Reading Skills,Literacy,National Surveys

Acknowledging the importance of yearly trend data, the Annual Literacy Survey was established in 2010, which tracks UK children and young people's reading and writing enjoyment, attitudes and behaviours year-on-year. This report outlines findings from the eighth Annual Literacy Survey relating to children and young people's reading. 49,049 children and young people aged eight to 18 in the UK participated in the survey between November 2017 and January 2018. Where possible, the findings relate back to the reading surveys conducted from 2005. Key findings include: (1) After six years of increasing reading enjoyment levels, there was a decrease in enjoyment in 2017/18; (2) Levels of daily reading decreased again; (3) Overall, reading engagement declined gradually over the past four years; (4) Children and young people are slightly more likely to read more formats in print than digitally; (5) Children and young people generally thought positively about reading in 2017/18; and (6) Children and young people who enjoy reading and read daily are more likely to read above the level expected for their age. [For the 2016 report, see ED587442.]
IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Profiles,Higher Education,Trustees,Governing Boards,State Universities,Institutional Mission,Educational Finance,Budgets,College Faculty,Graduation Rate,Tuition,Student Financial Aid,Enrollment Trends,Resource Allocation,Academic Degrees,Gender Differences,College Transfer Students,Undergraduate Students,Public Colleges,Educational Objectives,Enrollment,Enrollment Rate,State Aid,Teacher Salaries,Residence Requirements,Graduate Students,Institutional Characteristics,Community Colleges,Economic Development,Racial Composition,Student Characteristics,Race,Nontraditional Students,Two Year College Students,Educational Planning

The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. This profile contains a variety of financial and student data. It includes the FY 2017 appropriations, total operating budget, and the FY 2018 budget request. It also includes faculty salary comparisons, tuition and fee data, student financial aid awards, and enrollment and graduation rates.
IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Profiles,Higher Education,Trustees,Governing Boards,State Universities,Institutional Mission,Educational Finance,Budgets,College Faculty,Graduation Rate,Tuition,Student Financial Aid,Educational Trends,Resource Allocation,Academic Degrees,Gender Differences,College Transfer Students,Undergraduate Students,Public Colleges,Educational Objectives,Enrollment,State Aid,Teacher Salaries,Residence Requirements,Graduate Students,Institutional Characteristics,Community Colleges,Economic Development,Racial Composition,Student Characteristics,Race,Nontraditional Students,Two Year College Students,Educational Planning

The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. This profile contains a variety of financial and student data. It includes the FY 2018 appropriations, total operating budget, and the FY 2019 budget request. It also includes faculty salary comparisons, tuition and fee data, student financial aid awards, and enrollment and graduation rates.
Achieve3000® Impacts on Students&apos; STAAR EOC English I and English II Performance for the 2015-2016 Academic Year. Evaluation Report. Volume 10, Issue 1
Author: Torres, D. Diego
Date: 2017-05-16
Type: Reports - Research
Subjects: Reading Programs,Web Based Instruction,Reading Instruction,Program Effectiveness,Grade 9,Grade 10,High School Students,Achievement Tests,Reading Achievement,Urban Schools,Individualized Instruction

Based on the Lexile® Framework, a scientific approach to reading and text measurement backed by more than two decades of ongoing research, Achieve3000®, a web-based differentiated reading program used by HISD, is designed to improve student reading ability and comprehension of increasingly complex texts by initially meeting students where they are academically. The present study focuses on cohorts of 9th and 10th graders and assesses the impact deriving from the use of Achieve3000's reading solutions on students' scale score performance on the State of Texas Assessments of Academic Readiness End-Of-Course (STAAR EOC) for the English I and English II exams. Utilizing the inverse-probability-weighted regression adjusted (IPWRA) estimation method to account for the non-randomness of student self-selection into Achieve3000 usage, the results of this evaluation may be viewed as causal. Findings suggest that students' use of Achieve3000's web-based software leads to higher performance on the STAAR EOC exams than non-use of Achieve3000. Controlling for student- and school-level factors, the treatment effect among 9th -grade Achieve3000 students was 50 scale score points higher than the potential outcome mean among their non-Achieve3000 peers on the English I assessment. The corresponding gain for 10th-grade Achieve3000 students over their non-Achieve3000 peers was 69 scale score points on the English II assessment. Based on these findings, it is recommended that teachers in schools that have Achieve3000 licenses actively encourage the completion of Achieve3000 exercises.
Achieve3000 Evaluation, 2017-2018. Research Educational Program Report
Author: Torres, D. Diego
Date: 2018-09-06
Type: Reports - Research
Subjects: Reading Achievement,Reading Programs,Reading Instruction,Middle School Students,High School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Standardized Tests,Probability,School Districts,College Readiness,Career Readiness,Reading Ability,Correlation,Predictor Variables,Evaluation,African American Students,Hispanic American Students,White Students,Reading Comprehension,Literacy Education,Individualized Instruction

Achieve3000®, a web-based differentiated reading program based on the Lexile® Framework and designed to improve student reading ability and comprehension of increasingly complex texts, was made available to approximately 100,000 secondary students across 98 HISD schools during the 2017-2018 academic year. The present evaluation, using a select subsample of these data, examined the relationship between Achieve3000 usage throughout the year and students' end-of-year State of Texas Assessments of Academic Readiness (STAAR) Lexile level and students' college and career readiness. The research questions were (1) whether schools with mean completion of Achieve3000 activities completed at or above the district average had a higher mean end-of-year Lexile level than schools with mean completion of activities below the district average, and (2) whether, net of the effects of student demographic factors and between-school variance, greater usage of Achieve3000 associated with a higher probability of ending the year on track for being college and career ready as determined by the end-of-year Lexile level, and whether any difference varies by race/ethnicity. Regarding question 1, findings suggest that the mean end-of-year Lexile level was not higher in schools where the mean number of activities was at or above the district average, but was instead higher in schools where the mean number of activities was below the district average. Regarding question 2, findings point to a modest relationship between Achieve3000 usage and students' probability of being on track for college and career readiness. For an increasing number of activities completed, there is an associated rise in the predicted probability of being on track for career and college ready, holding constant other predictors. Black students have a lower odds of being on track for college and career readiness compared to their white, Hispanic, and Asian and other race peers. Implications of the findings are discussed and recommendations for future use are given to help maximize implementation of Achieve3000. [Title varies: &quot;The Relationship between Achieve3000® Usage and HISD Students' College and Career Readiness in Grades 6-10.&quot;]
Achieve3000 Evaluation, 2018-2019. Research Educational Program Report
Author: Torres, D. Diego
Date: 2019-09-10
Type: Reports - Research
Subjects: Pretests Posttests,Individualized Instruction,Middle School Students,High School Students,Correlation,Reading Instruction,Career Readiness,College Readiness,Predictor Variables,Reading Programs,School Districts,Literacy Education,Fidelity,Evaluation,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Reading Achievement

Despite its promise to help teachers meet the needs of diverse learners, district usage of Achieve3000® among most students with access to it remains far below the optimal level necessary for them to realize literacy growth and college and career readiness. Only a tiny minority of students (402 out of about 111,000) seem to be engaging Achieve3000 with fidelity, where fidelity is defined as the number of Achieve3000 activities completed over the course of the academic year (i.e., 40 to 80 or more), and an average first-try score (AFTS) earned on Achieve3000 assessments (75% or greater). This study examined how the minority using Achieve3000 with fidelity fared with regard to their Lexile® growth and college and career readiness relative to the majority using Achieve3000 without fidelity. Results show that fidelity of use of Achieve3000 is, net of student characteristics, associated with greater Lexile growth. For two students with an AFTS of less than 75 percent, the one completing 40 activities for the year would gain about 14 Lexile points more than the one who completed only one activity. Likewise, for two students with an AFTS of 75 percent or greater, the one completing 40 activities over the year would gain about 67 more Lexile points than the one who completed only one activity. Fidelity of use of Achieve3000 is also related to higher odds of college and career readiness at the end of the school year, controlling for readiness at the beginning of the year and other student characteristics. For students with an AFTS less than 75 percent, the odds of being college and career ready decrease by about one percent for each Achieve3000 activity completed. For students with an AFTS of 75 percent or greater, the odds increase by four percent. [Title varies: &quot;Assessing the Relationship between Fidelity of Use of Achieve3000 and Student Lexile Growth and College and Career Readiness.&quot;]
District III -- East Area Fine Arts Initiative, 2016-2017. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2017-10-17
Type: Reports - Research
Subjects: Fine Arts,Art Education,Educational Quality,Capacity Building,Access to Education,Faculty Development,Neighborhood Schools,Needs Assessment,Teacher Attitudes,Field Trips,Economically Disadvantaged,Potential Dropouts,Elementary School Students,Middle School Students,High School Students,School Districts,Program Effectiveness,Art Activities,Partnerships in Education,School Community Relationship

To support a high-quality fine arts education, the District III -- East Area Fine Arts Initiative expanded students' access to teaching and learning through participation in off-campus and in-school arts-related activities and events. The initiative will serve as a blueprint for gradual expansion of the program to the Milby feeder pattern in 2017-2018, and to the Austin feeder pattern in subsequent years. The initiative supported fine arts teachers through professional development and networking opportunities, while building camaraderie with partners across the community. The program builds on best practices in fine arts to support student engagement and academic success, with the intent of keeping students in neighborhood schools by offering more arts programs in the east region. The first year of the initiative captured baseline needs assessment data from a sample of 19 fine arts teachers, who mostly indicated their need for more professional development, support, collaboration, and funding for fine arts at their schools. Efforts to address identified needs resulted in school-based residency programs through the Houston Symphony as well as visits to the Houston Grand Opera and Houston Ballet. The school year culminated with &quot;A Feast of Art,&quot; which allowed students to demonstrate their skills and talents learned over the year.
District III -- East Area Fine Arts Initiative: Year 2 -- Building Capacity for Quality Fine Arts in Schools, 2017-2018. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2018-08-23
Type: Reports - Research
Subjects: Fine Arts,Art Education,Educational Quality,Capacity Building,Access to Education,Neighborhood Schools,Teacher Attitudes,Field Trips,Economically Disadvantaged,Potential Dropouts,Elementary School Students,Middle School Students,High School Students,School Districts,Program Effectiveness,Art Activities,Partnerships in Education,Financial Support,Summer Programs,Singing,Student Motivation,School Community Relationship

The District III -- East Area Fine Arts Initiative began during the 2016-2017 academic year in Chavez High School feeder schools, and expanded during the 2017-2018 academic year to Milby High School feeder schools. This expansion extended access to a high-quality fine arts education for approximately 16,301 students across all grade levels within the targeted Houston Independent School District (HISD) community. Fine arts opportunities for students during and after-school included general music, choir, mariachi, band, orchestra, piano, guitar, dance, theatre, and visual arts. Partnerships with arts organizations included the Houston Symphony, Houston Ballet, Houston Grand Opera, Houston Youth Symphony, and the Houston Chamber Choir. A Summer Music Academy helped to off set the learning lag for students in Chavez feeder schools. Feedback gathered from students, parents, and teachers noted benefits for students who participated in the Honor Choir and the Houston Ballet residency program relative to engagement and motivation to develop music and dance skills, express themselves, develop team-building skills, and discipline. Evidence of program benefits was also manifested through multiple awards earned by students in band, theatre, dance, drill team, and visual arts. While this research noted the social benefits of the arts for students, future research should explore the academic benefits. This is, particularly, important considering the potential to extend partnerships beyond local to state and national arts organizations to broaden the benefits of arts participation for students in District III.
Achieve 180 Program Evaluation, Part A: Implementation and Preliminary Findings, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-06-14
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,School Districts,Educational Environment,Middle School Students,High School Students,Accountability,Academic Achievement,Standardized Tests,Formative Evaluation,Curriculum Implementation,Educational Improvement,Campuses,State Standards,Teacher Leadership,Teacher Effectiveness,Alignment (Education),Student Characteristics,Experimental Groups,Librarians,Principals,Intervention,Faculty Development,Advanced Placement,Dual Enrollment,School Surveys,Comparative Analysis,Elementary School Students,Socialization,Emotional Development,Student Participation,Academic Support Services,Educational Facilities Design,Educational Objectives,Nurses,Counselors,Emergent Literacy,Reading Instruction,Mathematics Instruction,Blended Learning

In 2017-2018, the Houston Independent School District (HISD) launched Achieve 180, a program centered upon a comprehensive action plan to increase student achievement at 45 schools, including the 27 schools that received the Texas Education Agency Campus Accountability rating of &quot;Improvement Required&quot; (IR) in 2016-2017 and 18 former IR schools, campuses that received the IR rating in 2015-2016, but received the &quot;Met Standard&quot; rating in 2016-2017. In February 2018, one of the charter schools closed, leaving 44 participating campuses. The Achieve 180 Program was created to support, strengthen, and empower these underserved and underperforming schools and their communities using best practices for successful school turnaround, including effective teachers, strong principal leadership, and school environments of high expectations for students and staff. The program's six pillars of (1) Leadership Excellence; (2) Teaching Excellence; (3) Instructional Excellence; (4) School Design; (5) Social and Emotional Learning Support; and (6) Family and Community Empowerment guide the framework to strategically transform educational processes at the 44 Achieve 180 Program schools and throughout their feeder patterns, and impact nearly 2,000 teachers and 30,000 students. The purpose of this 2017-2018 (Year 1) report is to evaluate the Achieve 180 Program's alignment to the District's goals, assess program outcomes for 2016-2017 (baseline) and 2017-2018 (Year 1), delineate program implementation in 2017-2018 (Part A), and assess progress made toward program goals and objectives in 2017-2018 (Part B). [To view &quot;Achieve 180 Program Evaluation, Part B: Progress Toward Goals and Objectives, 2017-2018,&quot; see ED598411.]