ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Digital Divide in Education Act: Model Policy. ExcelinEd Policy Toolkit - 2023
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Access to Computers,Elementary Secondary Education,State Federal Aid,Policy Formation

This document contains a model policy for state departments of education to create a Closing the Digital Divide in Education Act. The purpose of such an Act is to: (1) Raise awareness of federal and state broadband subsidy programs to ensure eligible residents, particularly those in households with K-12 students, are aware of the ability to receive such support; (2) Prioritize investments of state and federal broadband expansion grants to internet services providers (ISPs) that increase access to broadband internet for educational purposes; and (3) Establish an annual state K-12 Broadband Access, Adoption, and Affordability Report that identifies causes of and opportunities to close the digital divide.
Comprehensive Early Literacy: Policy Summary. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Early Childhood Education,Kindergarten,Reading Instruction,Educational Policy,Comprehensive Programs,Evidence,Reading Research,Educational Improvement,Reading Achievement,Reading Skills

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. This document shows why a K-3 reading policy is necessary, discusses evidence and research, and explains the fundamental principles of a comprehensive early literacy policy.
2007-2008 First Things First Evaluation: Year One Implementation. Publication Number 07.79
Author: Garland, Marshall W.
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,High School Students,High Schools,Program Evaluation,Student Attitudes,Advocacy,Student Behavior,Discipline,Referral,Achievement Gap,Graduation Rate,College Readiness,Career Readiness,English Language Learners,Communities of Practice,Mathematics Instruction,Mathematics Achievement,Achievement Gains,Teacher Role,High School Teachers,Ethnicity,Racial Differences,Socioeconomic Status,Reading Achievement

This report summarizes AISD's 2007-2008 evaluation of year one implementation of the First Things First initiative at 3 high schools.
What Relief Agencies Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Natural Disasters,Emergency Programs,Agency Role,Access to Education,Federal Legislation,Childrens Rights,Homeless People,Agency Cooperation,School Community Relationship,Eligibility,School Districts

This brief is directed towards relief agencies. These agencies play a critical role in connecting families, children, and youth who have been displaced by disasters to needed services, including enabling children and youth to continue their education. The brief: (1) explains the importance of school attendance for children and youth who have lost their homes due to a disaster; (2) provides an overview of the federal law that guarantees educational rights of children and youth experiencing homelessness; (3) offers strategies for increasing coordination and collaboration between relief agencies and local educational agencies (LEAs) and school districts before a disaster occurs, during a disaster, and after a disaster; and (4) lists resources to assist relief agencies in supporting families displaced by disasters.
K-8 Math: Comprehensive Model Policy. ExcelinEd Policy Toolkit
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,Elementary Education,Models,State Policy,Educational Policy,Educational Legislation,Algebra,Time on Task,Mathematics Education

This document contains a model policy for state departments of education to create a K-8 Math Act or policy. The intent of such Legislature is that each student is prepared for success in Algebra I starting with 60 minutes of daily math instruction to build math proficiency in grades Kindergarten through 8 using effective, standards aligned instructional materials; that district school board policies facilitate educator supports, math instruction, and intervention services to address student math needs; and that each student and his or her parent or caregiver be regularly informed of that student's math progress.
K-8 Math: Extra Time Model Policy. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,Elementary Education,Models,State Policy,Educational Policy,Educational Legislation,Algebra

This document contains a model policy for state departments of education to create a K-8 Math Act or policy. The intent of such Legislature is that each student is prepared for success in Algebra.
Students Living with Caregivers: Tips for Local Liaisons and School Personnel
Author: National Center for Homeless Education (NCHE)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Homeless People,Caregivers,Caregiver Role,Access to Education,School Personnel,Role,Federal Legislation,At Risk Persons,Eligibility,Educational Policy,Educational Legislation,Parent Rights,Student Records,Privacy,Elementary Secondary Education,Referral,Students with Disabilities,Equal Education,Higher Education,Transitional Programs,Student Financial Aid,Best Practices,Teacher Role

Each year, instead of living with a parent or legal guardian, thousands of students live on their own or reside with someone who serves as a caregiver. The caregiver may be a relative, friend, school employee, or other individual. Some caregivers provide little to no support for youth staying with them, while others, especially with younger children, often assume more responsibility -- even seeking legal guardianship in some cases. This brief: (1) explores living situations where children and youth are staying with caregivers or on their own; (2) discusses access to education and other services for students living with caregivers or on their own; and (3) offers strategies that local homeless education liaisons (hereafter referred to as &quot;local liaisons&quot;) and school staff can implement to ensure these students and caregiver families receive appropriate services.
Question: What Happened to the Students Who Were Enrolled on the Fall Snapshot Date in 2006-07 and Were Not Enrolled at the End of the School Year? DPE Publication No 07.37
Author: Schmitt, Lisa
Date: 2008-05-05
Type: Reports - Descriptive
Subjects: Outcomes of Education,High School Students,Transfer Students,School Districts,Reentry Students,Dropouts,Student Mobility

This report describes the reasons for which Johnston High School students left the district between November and the end of the 2006-2007 school year.
Lowering the Cost of In-School Internet Service: Key Actions for State and District Decision-Makers. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Internet,Access to Computers,Costs,Educational Policy,Educational Finance,Educational Technology,Federal Aid,Cost Effectiveness

This document provides information on how to leverage E-Rate data from Connect K-12 in policy conversations. E-Rate is the Federal Communications Commission's (FCC) universal service program for schools and libraries, and national nonprofit Connected Nation has aggregated district, state and national E-Rate data in a free internet speed and pricing tool, Connect K-12. This pricing tool brings transparency to the internet procurement process and can provide districts with the information they need to secure low-cost, high-bandwidth services.
Domestic Violence, Homelessness, and Education Services. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Family Violence,Homeless People,Access to Education,Educational Policy,Federal Legislation,Educational Legislation,Parent Rights,Privacy,Student Records,Eligibility,School Role

This brief discusses the effects of domestic violence on children and their education, the connection between domestic violence and homelessness, and federal legislative responses that help ensure that children affected by domestic violence and homelessness have stable and safe school experiences. It discusses helpful policies and practices for schools and service providers, and lists resources for more information.
American Rescue Plan Homeless Children and Youth Program. An Overview of ARP-HCY State Plans
Author: National Center for Homeless Education (NCHE)
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Emergency Programs,COVID-19,Federal Aid,Pandemics,Elementary Secondary Education,Homeless People,Statewide Planning,Health Needs,Student Needs,Financial Support,Trend Analysis,Children,Youth,School Districts,Public Agencies,Access to Education,Educational Innovation,State Programs,Disadvantaged

On March 11, 2021, President Biden signed into law the American Rescue Plan (ARP) Act of 2021, which included an $800 million reservation within the Elementary and Secondary School Emergency Relief (ESSER) fund to address the specific and urgent needs of children and youth experiencing homelessness, in light of the challenges of the COVID-19 pandemic. Funds were to be used to address the academic, social, emotional, and mental health needs of these children and youth. The U.S. Department of Education (ED) awarded these funds to state educational agencies (SEAs) in two disbursements: ARP Homeless I (allocated in April of 2021) and ARP Homeless II (allocated in July 2021). This brief: (1) provides a summary of the American Rescue Plan Homeless Children and Youth (ARP-HCY) program state plans submitted as part of the application for funding by September 2021; (2) describes trends in how states are using the funds to address the needs of children and youth experiencing homelessness who have been disproportionately impacted by the COVID-19 pandemic; and (3) features innovative practices for expanding the capacity of state and local educational agencies to address the needs of children and youth experiencing homelessness.
Leveraging Systems Navigators to Support Students Experiencing Homelessness
Author: National Center for Homeless Education (NCHE)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Homeless People,School Districts,Student Needs,Barriers,Educational Attainment,Community Organizations,Personnel Selection,Elementary Secondary Education,Suburbs,Housing,Social Services,Outreach Programs,Trust (Psychology),Caseworkers,Financial Support

Systems navigators help local educational agencies (LEAs) meet the needs of students experiencing homelessness and decrease barriers to their education by connecting them--and often their families--to resources and community organizations that can provide wraparound services. This National Center for Homeless Education brief: (1) provides information on what systems navigators are and the role they play in supporting children and youth experiencing homelessness; (2) explores how LEAs leverage the systems navigator role as a helpful resource for meeting the needs of children and youth experiencing homelessness; and (3) provides examples from communities and LEAs that have expanded their services and coordination by hiring systems navigators.
Academic Performance of Rural Junior High School Students in Biology: Basis for Learning Activities Development
Author: Villarino, Resti Tito
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Rural Education,Rural Schools,Junior High School Students,Science Achievement,Biology,Learning Activities,Grade 8,Public Schools,Foreign Countries,Biodiversity,Ecology,Scores

Biology education is crucial for living in a volatile, uncertain, complex, ambiguous, disruptive, and diverse environment. Moreover, most literature suggested developing learning activities for students based on the knowledge, attitudes, and skills competency gaps. Thus, this study assessed the academic performance in terms of their examination scores among the 150 randomly selected Grade Eight Biology students in different public schools in a rural municipality in Cebu, Philippines. It employed a descriptive research methodology. The test questionnaire was anchored on the Department of Education Learning Guide in determining the student's academic performance in Biology. The respondents' data were gathered from their Biology teachers and were expressed in frequencies and percentages. Data were computed using SPSS Statistics 27. The majority of the student's academic performance in Biology for Digestive System (n=65, 43.33%), Biodiversity (n=68, 45.33%), and Ecosystem (n=56, 37.34%) competencies indicate that the majority of the respondents' scores did not meet expectations. Our findings strongly recommend that teachers carefully plan and provide necessary learning activities based on the needs and knowledge gaps of the students in their instructional practices to give their students a thorough grasp of the topics covered in the Biology class.
PBS Campus Implementation Report for August-December 2008. DPE Publication Number 08.18
Author: Basu, Semonti
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Program Implementation,School Districts,Fidelity,Information Management,Scheduling,Referral,Resources

The Positive Behavior Support (PBS) campus report provides a snapshot of current PBS implementation at each Austin Independent School District (AISD) campus for the period of August through December 2008.
Embodied Geometric Reasoning: Dynamic Gestures during Intuition, Insight, and Proof
Author: Nathan, Mitchell J.
Date: 2020-10-26
Type: Reports - Research
Subjects: Mathematical Logic,Validity,Geometry,Knowledge Level,Nonverbal Communication,Speech Communication,Thinking Skills,Cognitive Processes,Geometric Concepts,College Students,Spatial Ability,Verbal Communication,Language Fluency,Student Characteristics,Gender Differences,Ethnicity,Racial Differences,Verbs,Form Classes (Languages)

Grounded and embodied cognition (GEC) serves as a framework to investigate mathematical reasoning for proof (reasoning that is logical, operative, and general), insight (gist), and intuition (snap judgment). Geometry is the branch of mathematics concerned with generalizable properties of shape and space. Mathematics experts (N = 46) and nonexperts (N = 44) were asked to judge the truth and to justify their judgments for four geometry conjectures. Videotaped interviews were transcribed and coded for occurrences of gestures and speech during the proof production process. Analyses provide empirical support for claims that geometry proof production is an embodied activity, even when controlling for math expertise, language use, and spatial ability. &quot;Dynamic depictive gestures&quot; portray generalizable properties of shape and space through enactment of transformational operations (e.g., dilation, skewing). Occurrence of dynamic depictive gestures and nondynamic depictive gestures are associated with proof performance, insight, and intuition, as hypothesized, over and above contributions of spoken language. Geometry knowledge for proof may be embodied and accessed and revealed through actions and the transformational speech utterances describing these actions. These findings have implications for instruction, assessment of embodied knowledge, and the design of educational technology to facilitate mathematical reasoning by promoting and tracking dynamic gesture production and transformational speech. [This is the online version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663). For the final published version of this article, see EJ1303738.]
Question: How Similar Are Parent Survey Response among Parents of Different Ethnicities? DPE Publication No. 08.15I
Author: Bush-Richards, Angela
Date: 2009-01-07
Type: Reports - Evaluative
Subjects: Parent Attitudes,Racial Differences,Ethnicity,Elementary Secondary Education,Parent Participation,Parent School Relationship,Academic Standards,Positive Behavior Supports,African Americans,Asian Americans,Hispanic Americans,Whites,Leadership,Collegiality

This supplemental report examines AISD parent survey responses by student ethnicity. A separate full report on AISD parent survey results also was published. [For the full report, see ED628083.]
Austin Independent School District Parent Survey Results, 2007-2008. Publication Number 07.34
Author: Schmitt, Lisa N. T.
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Parent Attitudes,Parent Participation,Parent School Relationship,Educational Environment,Elementary Secondary Education,Racial Differences,Ethnicity,Parent Teacher Cooperation,Access to Information,Educational Quality,School Safety,Principals,School Counselors,Assistant Principals,School Personnel,Academic Standards,Salaries,Board of Education Policy,Transfer Students

This report summarizes the district-level results of the 2007-2008 AISD parent survey. A separate supplemental report also was published. [For the supplemental report, see ED628082.]
Improving Teachers&apos; Engagement in Action Research: A Baseline Study in Primary Schools of Bahir Dar City
Author: Worku, Mulugeta Yayeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Teacher Participation,Elementary School Teachers,Barriers,Opportunities,Expertise,City Government,Administrators

The purpose of this study was to investigate the status of teachers' engagement in action research and identify their challenges and opportunities to undertake such projects in primary schools of Bahir Dar City, Ethiopia. The study was conducted as part of a collaborative action research project that aimed at improving practice. For this purpose, a mixed-methods research approach was employed. Data were collected from 251 primary school teachers and six educational experts of the city administration through questionnaires and focus group discussions respectively. Both quantitative and qualitative techniques were used to analyze the data. The findings revealed that teachers' engagement in action research in the primary schools of the city was low. It was also engulfed by many challenges. However, some opportunities which reinforce the practice were identified. Based on the findings, areas of intervention that could help to increase teachers' engagement in action research in the primary schools of the city were suggested.
What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Natural Disasters,Access to Education,Public Schools,Student Rights,Enrollment,Barriers,Agency Cooperation,Access to Information,Elementary Secondary Education

Disasters, such as floods, fires, and storms, can devastate communities and the lives of people who live in them. After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. By providing the structure of an education setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief: (1) reinforces the importance of ensuring that children and youth displaced by a disaster are attending school as quickly as possible after their displacement; (2) explains key aspects of the McKinney-Vento Act, particularly as it relates to students affected by disasters; and (3) provides strategies for a local educational agency (LEA) to prepare for a disaster that causes widespread homelessness, meet challenges during the disaster, and improve its response for the next occurrence.
The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering
Author: Anderson, Eugene L.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Land Grant Universities,Engineering Education,Academic Degrees,Educational Trends,College Students,Disproportionate Representation,Minority Group Students,Student Diversity,Foreign Students,Gender Differences,Racial Differences,Minority Serving Institutions

Careers in engineering encompass a variety of occupations that spur the creation of new ideas, advance technology, and are essential to a globally competitive economy and national defense. Increasing the number of Americans studying and pursuing careers in engineering is essential to the preceding points. This report examines trends in engineering degrees conferred at national and institutional levels to determine areas of growth among various groups, changes in racial, ethnic, and gender diversity in engineering, and which colleges and universities graduate a larger number of underrepresented groups in specific engineering disciplines.
Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring
Author: Mercer, Sterett H.
Date: 2021-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Automation,Scoring,Writing Tests,Elementary School Students,Secondary School Students,Learning Problems,Accuracy

We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1-12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = 0.99-1.00), correct word sequences (CWS; rs = 0.96-0.97), and correct minus incorrect word sequences (CIWS; rs = 0.86-0.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored. [This paper was published in &quot;Canadian Journal of School Psychology&quot; v36 p304-317 2021 (EJ1314974).]