ethanporcaro/eric-fulltext-meta huggingface dataset:
Hidden Figures: A Framework to Increase Access to Financial Aid
Author: Wu, Tyler
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Financial Aid,Low Income Students,State Aid,High School Seniors,Financial Aid Applicants,Student Attitudes,Barriers,State Legislation,Minority Group Students,Program Implementation,Equal Education,Educational Policy,Data Collection,Partnerships in Education

California is fortunate to be the 5th largest economy in the world with an abundance of resources and diverse talent. Among those resources are our state colleges, which are not only premier institutions, but they are also changing lives and communities. Access to financial aid is critical for low-income students and students of color who want to go to college. Annually, California provides $2 billion in state financial aid, through the California State Aid Commission's Cal Grant program offered to all students, including undocumented students. However, thousands of students in California who are eligible for financial aid do not receive it. Over the last two years, nearly a half million high school seniors in California did not complete a Free Application for Federal Student Aid (FAFSA) or California Dream Act Application (CADAA). Despite notable informational, awareness, and completion efforts at the local level to increase these rates, only 54% of California's high school seniors completed a financial aid application in 2018, ranking the state 30th in the nation. Some of the reasons many eligible students do not complete a financial aid form are because they believe they do not qualify, have no information on how to apply, or do not want to share personal information because they fear deportation. This research brief offers district and school leaders strategies to increase financial aid application completion rates and equitably implement Assembly Bill 2015 (Reyes). While there are schools and districts making strides, more can be done to greatly increase financial aid awareness for more low-income students and students of color. Such &quot;components of success&quot; identified through research include: (1) prioritizing completion through policy; (2) collecting and monitoring appropriate data; (3) establishing and maintaining strong partnerships; (4) building relationships and trust; and (5) programming with students at the center. An advocacy action guide is provided to assist high schools and school districts to implement successful strategies that increase financial aid application completion rates. [This research brief was written with Anthony Chavez, Mariah Cochran, Mayra A. Lara, Jacques Lesure, José Muñoz, Yvonne Muñoz, Christopher Nellum, Rachel Ruffalo, Leni Wolf, and Andy Wong. Funding for this report was also provided by Michelson 20MM Foundation.]
Student Readiness for Technology Enhanced History Education in Turkish High Schools
Author: Turan, Ibrahim
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Social Sciences,History Instruction,High School Students,Educational Technology,Technology Uses in Education,Student Attitudes,Technological Literacy,Grade 10,Grade 11,Measures (Individuals),Cognitive Style

This study examined whether the Turkish high school social sciences major students would feel adequate and fit in a technology-enhanced educational environment, particularly in history classrooms. To this extent, this study investigated high school students' level of proficiency in technology-use and their attitudes toward the use of educational technologies in classrooms. The data for this study was collected using Kolb's Learning Style Inventory (LSI Version-3) and a 27-item Technology Questionnaire. The results revealed that from the point of proficiency and attitude Turkish high school social sciences major students have the essential technology skills and knowledge to feel adequate in a technology-enhanced learning environment. They also have positive attitudes toward use of educational technologies in history classrooms. Therefore they seem to be ready for technology-enhanced instruction.
Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
Author: Bastable, Eoin
Date: 2019-11-30
Type: Reports - Research
Subjects: Racial Differences,Racial Bias,Disproportionate Representation,Discipline,Social Justice,Positive Behavior Supports,Behavior Modification,Student Behavior,Minority Group Students,Cultural Relevance,Intervention,Expectation,Standards,Teaching Methods,Positive Reinforcement,Parent Role,Decision Making,Data

Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework's Tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities. [This paper will be published in &quot;Preventing School Failure.&quot;]
A Proposed Literature-Based Syllabus for EAP Writing
Author: Perkins, Kyle
Date: 2019-06-00
Type: Journal Articles
Subjects: English for Academic Purposes,Literature,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Syntax,Literary Genres,Reading Writing Relationship,Advanced Students,Course Descriptions,Reading Comprehension,Writing Skills,Teaching Methods,Metacognition,Writing Strategies,Scaffolding (Teaching Technique),Foreign Students,College Students

This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purposes (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format, in our opinion, include the following: (1) extended writing about texts should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the interdependency of reading and writing.
Houston Community College Fact Book, 2018-2019
Author: Houston Community College System, Office of Institutional Research
Date: 2018-12-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Educational Attainment,Geographic Location,Enrollment Trends,College Credits,Foreign Students,Adult Education,Instructional Program Divisions,Full Time Equivalency,Full Time Students,Part Time Students,Age Differences,Tuition,Continuing Education,Dual Enrollment,Developmental Studies Programs,Academic Libraries,Library Services,Library Materials,Certification,Associate Degrees,College Transfer Students,Grades (Scholastic),Academic Persistence,Wages,Occupations,College Faculty,College Administration,Fees,Student Financial Aid

The Houston Community College (HCC) 2018-2019 Fact Book provides statistical information about the college district. Data presented in this publication may differ slightly from statistics found in other reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year, fiscal year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. The Glossary of Term provide definitions of key attributes. [For the 2017-2018 edition, see ED588891.]
Who Applies to EMERGE? Research Brief for the Houston Independent School District. Volume 8, Issue 6
Author: Holzman, Brian
Date: 2019-09-00
Type: Reports - Research
Subjects: College Programs,Access to Education,College Admission,Selective Admission,College Applicants,Gender Differences,High School Students,College Bound Students,Information Dissemination,Eligibility,Student Characteristics

The EMERGE Fellowship is an intensive college access program which targets talented but underserved students. It aims to encourage them to attend selective colleges and universities since these students often attend less selective postsecondary institutions (known as academic undermatch). However, not all students eligible for EMERGE apply. This descriptive study compares 2016-2017 EMERGE applicants to students who do not apply and finds that although they are generally comparable, students who apply to EMERGE are more likely to be female and more likely to have attended an information session.
Assessing L2 Pragmatic Proficiency Using a Live Chat Platform: A Study on Compliment Sequences
Author: Bachelor, Jeremy W.
Date: 2020-01-12
Type: Reports - Research
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Language Proficiency,Spanish,Student Evaluation,Teaching Methods,Instructional Effectiveness,Videoconferencing,Cultural Awareness,Comparative Analysis,Multiple Choice Tests,College Students,Pretests Posttests,Achievement Gains,Speech Acts

The objective of this study was to employ a new tool for assessing pragmatic &quot;proficiency&quot; (over &quot;performance&quot;) in L2 students and to determine if pragmatic lessons on compliment sequences had a positive impact on L2 Spanish students' intercultural competence. To this end, students at a Midwestern college engaged in live video chat pre-test conversations in Spanish in which a native speaker was instructed to compliment the student as to naturally assess the response. The student was not aware that s/he would be complimented; as such, this tool may be the most authentic way to assess student pragmatic proficiency within a classroom setting. For comparison purposes, a multiple choice test was also administered. After the pre-tests, pragmatic interventions on compliment sequences were presented in class, followed by a repeat of the pre-tests (now post-tests). Growth between the tests was the main focus of the data analysis process. Statistical and anecdotal results indicate that the pragmatic lessons greatly increased the students' ability to recognise appropriate compliment sequences in Spanish, but not to produce them. While these findings are not ground-breaking, the innovative nature of the assessment method used should encourage future researchers to use similar assessment techniques for measuring pragmatic proficiency. [This paper is published in &quot;Language Learning Journal.&quot;]
Finishing What My Parents Started: College Aspirations among EMERGE Students. Research Brief for the Houston Independent School District. Volume 8, Issue 3
Author: Chukhray, Irina
Date: 2019-09-00
Type: Reports - Research
Subjects: College Programs,College Applicants,Access to Education,High School Students,College Bound Students,Economically Disadvantaged,Student Attitudes,Educational Attitudes,College Choice,Costs,Academic Aspiration,Student Motivation,Information Sources,Student Needs

EMERGE is a college access program for talented but underserved high school students. EMERGE aims to encourage students from low-socioeconomic backgrounds (economically disadvantaged, first-generation college-going, or both) to attend selective colleges and universities since disadvantaged students are prone to academic undermatch--enrolling in a postsecondary institution less selective than their qualifications may allow. In spring 2018, we interviewed 26 high school sophomores recently accepted to EMERGE to understand what factors drove students' college search processes. Through our interviews, we learned that students felt college was essential to a &quot;better life&quot; and thought of it as a way to repay their parents financially and to honor their sacrifices. However, students felt constrained in their college searches, particularly by the cost of college and a sense of obligation to family. Finally, the students we interviewed expressed excitement at their acceptance into EMERGE, describing it as a life-changing opportunity.
Capital One Dream On/STEAM On Initiative: Preparing Students for STEAM College and Careers through Project-Based Learning, 2016-2017. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2017-04-03
Type: Reports - Descriptive
Subjects: School Districts,Program Evaluation,Program Effectiveness,Student Projects,Active Learning,Competition,STEM Education,Art Education

During the 2016-2017 academic year, with financial support from Capital One Bank, the Houston Independent School District's (HISD) Strategic Partnerships Department collaborated with community partners, HISD's Academic Services, and School Offices to implement the &quot;Dream On/STEAM On&quot; initiative. Planning for the initiative began during the 2015-2016 school year. &quot;Dream On/STEAM On&quot; was designed to prepare global graduates who are leaders, critical thinkers, college-ready, adaptable, productive, and responsible decision makers. More than 350 students at nine HISD campuses, along with their teachers, were impacted by the initiative. Through the application of project-based learning (PBL) strategies and activities, students designed projects, such as drones and robots, and showcased the projects among a panel of judges in a competition. The use of PBL created an active-learning environment for students to demonstrate critical skills to be successful in college and careers. Additional teacher training and more showcase opportunities for students may help both students and teachers bridge the gap between arts and STEM, while strengthening students' skills and interest in STEAM.
Core Principles for Transforming Remediation within a Comprehensive Student Success Strategy. A Statement from the Field
Author: Education Commission of the States
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Remedial Programs,Educational Change,Change Strategies,Success,College Students,Student Placement,Student Empowerment,Educational Policy,Educational Practices,Mathematics Instruction,English Instruction,Evidence Based Practice,Career Readiness,Graduation,Data Use,Barriers,Student Experience,Student Needs

Postsecondary institutions and systems across the nation have demonstrated remarkable progress since the first &quot;Core Principles for Transforming Remediation Within a Comprehensive Student Success Strategy&quot; was published in 2015 (see ED561279). Building on this progress, the Summary Details Education Commission of the States (ECS) has updated the principles to focus even greater attention on the design, implementation, and scaling of practices that lead to significantly improved and more equitable outcomes for today's students. The 2015 version introduced the importance of situating developmental education reform within a comprehensive student success strategy, and this remains the anchoring commitment of the current update. Strengthened in this update is explicit attention to the equity imperative of developmental education redesign and the necessity of rigorous attention to the conditions for effective implementation of promising models and practices. While this document is intended to reflect the latest evidence, it is also intended to foster new conversations and deeper reflection. This joint statement from the field represents the ongoing commitment of researchers, practitioners, and advocates to working with institutions, system leaders, and policymakers to achieve dramatically improved and more equitable outcomes for today's students. [This work was prepared by Sova and supported and published by Strong Start to Finish, an initiative of the Education Commission of the States.]
Both/And: Tier 2 Interventions with Transdiagnostic Utility in Addressing Emotional and Behavioral Disorders in Youth
Author: Clifford, Meghan E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Behavior Disorders,Emotional Disturbances,Response to Intervention,At Risk Students,Global Approach,Media Adaptation,Symptoms (Individual Disorders)

The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.You would need to change a little bit more. I would not include the month since it is not on the PDF. I think you could leave the year out, too since we have the pub year in the record, but you could leave the pub year in. If you do leave the year in the note, don't include a comma. [This report is a post-peer-review, pre-copyedit version of an article published in &quot;Journal of Applied School Psychology.&quot;]
Annual State of Public Education Report, SY18-19
Author: Guam Department of Education
Date: 2019-10-00
Type: Reports - Research
Subjects: Public Education,Student Characteristics,Academic Achievement,Graduation Rate,Dropout Rate,Educational Assessment,Institutional Characteristics,School Personnel,Budgets,Educational Finance,Accountability,Expenditures,Elementary Schools,Middle Schools,High Schools,Occupational Tests,Students with Disabilities,Alternative Assessment,Testing Accommodations,Elementary School Students,Middle School Students,High School Students,Preschool Education,Preschool Children,Achievement Tests,Teacher Certification,School Effectiveness

The Guam Department of Education (&quot;GDOE&quot;) presents this report in compliance with Guam Public Law (PL) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (&quot;ASPER&quot;): (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and school staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. GDOE first initiated the collection and reporting of student, staff, and administrative data in 1996 when the first Annual District and School Report Cards were developed and disseminated. In providing information on the characteristics of schools and performance of students, reports of this nature have served as a means for identifying strengths and challenges of the district, while highlighting the collaborative efforts to bring the vision that all GDOE students will be respectful, responsible and ready for life. This year's report is divided into the following sections: (1) Introduction; (2) District Profile; (3) Graduate and Drop Out Rates; (4) Assessment and Outcomes; (5) Work Keys Assessment; (6) Personnel Quality and Accountability; (7) Budget and Expenditures; and (8) School Exemplary Programs and Achievements. [For the 2017-2018 report, see ED593450.]
Support Receipt: Effect on Postsecondary Success of Students with Learning Disabilities
Author: Newman, Lynn A.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Students,Learning Disabilities,Academic Persistence,Graduation Rate,Academic Accommodations (Disabilities),Accessibility (for Disabled),Access to Education,Student Personnel Services,Academic Achievement,Academic Support Services

In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally-available support receipt on the college perseverance and completion of students with learning disabilities. Based on secondary analysis of the National Longitudinal Transition Study-2 (NLTS2), findings indicate that students who received supports--those available to the full student body and/or disability-specific supports--were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body. [This paper was published in &quot;Career Development and Transition for Exceptional Individuals&quot; v42 n1 p6-16 2019 (EJ1202783).]
Spotlight: Chronic Absenteeism. Education Reform Initiative
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2018-00-00
Type: Reports - Research
Subjects: Attendance,Attendance Patterns,Truancy,Educational Change,Intervention,Educational Strategies,Educational Legislation,Elementary Secondary Education,Federal Legislation,Accountability,City Government,Leadership,State Policy,Leadership Role,Case Studies,Data Collection,At Risk Students,Identification

Each school year, approximately 6.8 million students miss at least 15 days of school, putting their academic success at risk and making them chronically absent as defined by the federal government. This report provides case studies that detail specific ways cities are leading efforts to get students to school each day. Case studies for the following locations are detailed in this report: (1) Baltimore, Maryland; (2) Grand Rapids, Michigan; (3) State of New Jersey and Paterson City; and (4) Tacoma, Washington. Looking across the four case study sites in this spotlight, one can see several differences in definitions, data collection procedures, and strategies for addressing absenteeism. Examining these differences can help local leaders determine the structures and interventions most appropriate for their own context.