ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Language Program Implementation in Districts Similar to Austin Independent School District. Publication 15.06 RB
Author: Orr, Aline
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: School Districts,Student Characteristics,English Language Learners,Disadvantaged Youth,Socioeconomic Status,At Risk Students,African American Students,Hispanic American Students,White Students,Racial Composition,Immersion Programs,English,Spanish,Program Implementation,Elementary Schools,Secondary Schools,Language Usage,Bilingual Education,Language of Instruction,Native Language,Second Language Learning,Reading Achievement,Writing Achievement,Mathematics Achievement

This report examines dual language program implementation in three Texas public school districts similar to Austin Independent School District. The school districts are compared in terms of demographic composition, program implementation, and English language learner (ELL) students' academic performance in 2014 on the state's academic test, STAAR.
On the Distribution of Worker Productivity: The Case of Teacher Effectiveness and Student Achievement
Author: Goldhaber, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Productivity,Teacher Effectiveness,Academic Achievement,Teacher Influence,Elementary School Teachers,Elementary School Students,Student Characteristics,Mathematics Achievement,Reading Achievement

It is common to assume that worker productivity is normally distributed, but this assumption is rarely, if ever, tested. We estimate the distribution of worker productivity, where individual productivity is measured with error, using the productivity of teachers as an example. We employ a nonparametric density estimator that explicitly accounts for measurement error using data from the Tennessee STAR experiment, and longitudinal data from North Carolina and Washington. Statistical tests show that the productivity distribution of teachers is not Gaussian, but the differences from the normal distribution tend to be small. Our findings confirm the existing empirical evidence that the differences in the effects of individual teachers on student achievement are large and the assumption that the differences in the upper and lower tails of the teacher performance distribution are far larger than in the middle of the distribution. Specifically, a 10 percentile point movement for teachers at the top (90th) or bottom (10th) deciles of the distribution is estimated to move student achievement by 8-17 student percentile ranks, as compared to a change of 2-7 student percentile ranks for a 10 percentile change in teacher productivity in the middle of the distribution.
The Development, Fundraising, and Alumni Relations Workforce in Higher Education
Author: Nadel-Hawthorne, Sarah
Date: 2022-04-00
Type: Reports - Research
Subjects: Alumni,Fund Raising,Higher Education,Labor Force Development,Donors,Employees,Role,Institutional Mission,Financial Support,Universities,Educational Opportunities,Institutional Characteristics,Age Differences,Salary Wage Differentials,Mobility,Work Attitudes,Gender Differences,Minority Groups,College Faculty,College Students

Higher education institutions rely on support from donors to improve and sustain the institution. Employees within development, fundraising, and alumni relations (fundraising employees) play a pivotal role in securing vital funding through connections and support from alumni. In addition, they help fulfill the university's philanthropic mission by creating educational opportunities, building relationships, and providing academic opportunities for students. In this report, we define the roles of fundraising employees, examine the typical makeup of fundraising employees based on institutional classification, and present information on salaries of fundraising employees. We then explore retention aspects, examining median number of years in position and age of fundraising employees. Next, we examine the diversity and pay equity of women and minorities in fundraising employee positions. Lastly, we discuss conclusions that will guide higher ed in addressing fundraising employee retention issues.
Higher Education Collaboration in North America: A Review of the Past and a Potential Agenda for the Future. Working Paper. North America 2.0: Forging a Continental Future
Author: García, Fernando León
Date: 2021-05-00
Type: Reports - Research
Subjects: Higher Education,Educational Cooperation,International Trade,International Cooperation,Competition,Educational Policy,Policy Analysis,Futures (of Society),Foreign Countries,Educational History,Program Descriptions,Student Mobility,Study Abroad,Foreign Students,Sustainability,Advocacy,Partnerships in Education,School Business Relationship

When the North American Free Trade Agreement (NAFTA) came into fruition in the early 1990s, there were high hopes and expectations on what this emerging economic block could achieve. Although the agreement involved extensive conversations that led to regulations that facilitated trade across the region--the main intent of NAFTA--the same was not true for the higher education environment. Critics have argued that NAFTA's heavy focus on trade left little room for similar harmonization on issues like higher education. From this perspective, it is evident that if efforts to improve higher education are to gain traction in the trilateral relationship, they must be linked with regional trade and competitiveness. Yet even though NAFTA was not the vehicle for further cooperation on higher education, colleges and universities across Canada, Mexico, and the United States did embrace the opportunity and enthusiastically engaged in conversations that prompted trilateral collaboration. This article follows the key agreements that influenced and guided the early stages of NAFTA collaboration among higher education institutions, as well as developments that kept engagement across the three countries active. It also provides an initial list of areas in which future collaboration might focus. [The report was published in partnership with the Belfer Center for Science and International Affairs. This working paper will be published as a chapter in the forthcoming book, &quot;North America 2.0: Forging a Continental Future.&quot;]
California Community College Chief Executive Officer (CEO) Tenure and Retention Study, 2013-2014. [7th Update]
Author: Community College League of California
Date: 2014-00-00
Type: Reports - Research
Subjects: Community Colleges,College Presidents,Tenure,Superintendents,Labor Turnover,Recruitment,Persistence,Gender Differences,Racial Differences,Ethnicity,Disproportionate Representation,Women Administrators,Diversity

In Spring 1995, as the chancellor positions at Chabot-Las Positas, Contra Costa, Foothill-DeAnza, Los Rios and San Francisco Community College Districts were either vacant or about to be vacated, the leadership of the Chief Executive Officers of the California Community Colleges (CEOCCC) noted that many CEO positions in the California system had turned over between July 1, 1994 and April 21, 1995. In response to this information, the California Community College Trustees (CCCT) board of the League held a mini-retreat to discuss these concerns. As a result of this discussion the CCCT board initiated several activities, including a staff study to determine the extent of turnover and its possible consequences, with a goal to improve the recruitment and retention of effective CEOs at all levels in the California Community Colleges. To obtain basic data for this study, League staff contacted every district and asked for the names plus starting and ending dates of every CEO since the inception of that district. These were then forwarded to a group of current longtime CEOs who provided their assessment of the reason for each CEO leaving the district. Due to continuing interest in this issue, the League has issued an update of this study biennially so that the League has a complete set of names and dates of employment for every CEO from every college in the California Community College system since the origin of each college.
CEO Tenure &amp; Retention Study. 8th Update
Author: Navarette, Lizette
Date: 2018-08-00
Type: Reports - Research
Subjects: Tenure,Community Colleges,Educational History,Faculty Mobility,Sex Fairness,Equal Opportunities (Jobs),Trend Analysis,College Administration,Economic Climate,Visual Aids,Web Sites,Gender Differences,Women Administrators,College Presidents,Diversity,Administrator Characteristics

The &quot;8th Update&quot; of the Community College League of California's (League) CEO Tenure &amp; Retention Study provides an overview of tenure rates across the California Community Colleges' history while also analyzing key changes in demographic trends. Specifically, the study reveals a more equitable distribution of male and female chief executive officers (CEOs) in the last 30 years, and also illustrates the effects the Great Recession has had on CEO retention. The &quot;8th Update&quot; is the first version of the study to feature a dynamic dashboard with visual representation of over 100 years of California Community College chief executive officer tenure data. This study is intended to be read in conjunction with the CEO Tenure &amp; Retention Dashboard© which provides opportunities for further analysis. The dashboard can be viewed at www.ccleague.org/CEOtenure. [Brent Johnson was a contributing author to this report. For the 7th Update, see ED620071.]
2015-2016 AISD Parent Survey District Report. Publication 15.35
Author: Orr, Aline
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: School Districts,Parents,Parent Attitudes,Surveys,Educational Environment,Food Service,Elementary Secondary Education,Parent School Relationship,Access to Information,School Activities

This report summarizes Austin Independent School District parents' feedback, at the district level, about their treatment by school staff, information received from school, the school's environment, school-based programs, and school's food service.
2014-2015 AISD Parent Survey District Report. DRE Publication 14.73
Author: Suhy, Thom M.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Parent Surveys,Parent Attitudes,School Districts,Parent School Relationship,Educational Environment,Race,Ethnicity,Elementary Secondary Education,School Personnel,Parent Aspiration,Parent Child Relationship,Access to Information,Educational Opportunities

The reports summarize parents' feedback about their treatment by school staff, the information received from school, the school's educational environment, and various school-based programs. This is the district report for the Austin Independent School District.
Principals&apos; Pláticas on Elementary Dual Language Program. Publication 16.13
Author: Orr, Aline
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Elementary Schools,Principals,School Districts,Administrator Attitudes,Program Evaluation,Bilingual Education Programs,Program Implementation,Spanish,Vietnamese,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Teachers,Teacher Selection,Kindergarten,Faculty Development,Feedback (Response),Teacher Attitudes,Elementary School Teachers

This report summarizes highlights from discussions, or &quot;pláticas,&quot; held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.
Prekindergarten for Three Year Olds Program, Spring 2015 Parent Survey. DRE Publication 14.63 RB
Author: Bell, Christian M.
Date: 2015-04-00
Type: Reports - Research
Subjects: Preschool Education,Parent Surveys,Parent Attitudes,Preschool Children,Elementary Schools,School Districts,Parent Teacher Cooperation,Child Development,Academic Achievement,Educational Needs,Parent Aspiration,Educational Benefits,Program Improvement

In Spring 2015, a survey was administered to parents of students enrolled in the Austin Independent School District's prekindergarten program for three-year-olds. This report summarizes responses from parents of these students at Oak Springs and Zavala Elementary Schools.
Elementary Principals&apos; Platicas on Dual Language. Publication 15.16 RB
Author: Doolittle, Martha
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Attitudes,School Districts,Elementary Schools,Bilingual Education Programs,Program Implementation,Program Improvement,Kindergarten,Barriers,Program Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Program Administration,Spanish,Teacher Attitudes,Parent Attitudes

This report summarizes highlights from December 2015 discussions, or &quot;platicas,&quot; held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.
Federal Student Aid: Education Needs to Take Steps to Ensure Eligible Loans Receive Income-Driven Repayment Forgiveness. Report to the Chairman of the Committee on Education and Labor, House of Representatives. GAO-22-103720
Author: Emrey-Arras, Melissa
Date: 2022-03-00
Type: Reports - Research
Subjects: Federal Aid,Student Financial Aid,Student Loan Programs,Loan Repayment,Eligibility,Debt (Financial),Educational Finance,Income,Federal Programs,Federal Legislation,Risk

About half of the more than $1 trillion in outstanding federal student Direct Loans are being repaid by borrowers using IDR plans. Some borrowers in IDR plans are now potentially eligible for forgiveness of their remaining loan balances after 20 or 25 years of payments. GAO was asked to review IDR forgiveness. This report examines: (1) how many loans have received IDR forgiveness and the extent to which Education ensures eligible loans receive forgiveness; and (2) the extent to which Education provides key information about IDR forgiveness to borrowers in IDR plans. GAO analyzed Education data on IDR loans that had been in repayment long enough to be potentially eligible for IDR forgiveness as of September 1, 2020, and data on loans forgiven as of June 1, 2021, the most recent data available. In addition, GAO interviewed Education and loan servicer officials, and reviewed documents from all nine servicers operating in 2020, Education requirements, and relevant federal laws and regulations. GAO is making five recommendations to Education, including that Education take steps to identify and address payment tracking errors, and ensure borrowers receive additional information about requirements for forgiveness and counts of qualifying payments. Education agreed with GAO's recommendations.
Career and Technical Education: Perspectives on Program Strategies and Challenges. Report to Congressional Committees. GAO-22-104544
Author: Locke, Dawn
Date: 2022-03-00
Type: Reports - Research
Subjects: Vocational Education,Educational Strategies,Educational Finance,Educational Legislation,Federal Legislation,Federal Aid,Grants,Technical Assistance,Partnerships in Education,Educational Research

Career and technical education (CTE) programs offer students opportunities to explore potential careers while learning technical and employability skills. Education administers funds for these programs through the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). For fiscal year 2021, Congress authorized about $1.3 billion to support CTE programs through Perkins V, and about 11 million students participated in these programs in 2019-2020. Perkins V and a U.S. House of Representatives Committee report accompanying a fiscal year 2021 appropriations bill include provisions for GAO to examine CTE service and funding strategies. In addition, GAO was separately asked to review programs funded through Perkins V. This report examines: (1) strategies selected recipients of federal CTE funds have used to support their CTE programs and assist different student populations; (2) challenges CTE stakeholders face and how they are addressing them; and (3) how Education supports CTE programs. GAO interviewed officials from Education, state officials in Delaware, Georgia, Ohio, and Washington (selected based on CTE enrollment of students from different populations, among other factors), representatives from eight CTE program providers, and 14 additional CTE stakeholders, including business representatives. GAO also reviewed CTE funding information from the eight CTE program providers; and reviewed relevant federal laws and Education documents.
Title I, Part A Program Summary, 2015-2016. Publication Number 15.66
Author: Doolittle, Martha
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: School Districts,Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Finance,Academic Achievement,Accountability,Student Characteristics,Teacher Characteristics,Demography,Teaching Experience,Expenditures,Resource Allocation,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Social Studies,Algebra,Biology,United States History,Graduation Rate,Dropout Rate

This report provides a brief overview of key component's of Austin Independent School District's federal Title I, Part A program for 2015-2016, including funding, student and teacher demographics, student academic performance, and accountability.
Title I, Part a Program Summary, 2014-2015. Publication Number 14.135
Author: Doolittle, Martha
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Finance,Federal Aid,Low Income Students,Educational Improvement,Expenditure per Student,Accountability,Resource Allocation,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Social Studies,Achievement Gap,Algebra,Biology

This report summarizes Austin Independent School District's Title I, Part A program for 2014-2015. AISD annually receives federal NCLB Title I funds, based on the percentage of low-income students in the district's attendance zones, for the purpose of improving educational programs.
Family Engagement Services by Parent Support Specialists, 2017-2018. Publication 17.36 RB
Author: Doolittle, Martha
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Family Involvement,Parent School Relationship,School Districts,Specialists,Elementary Secondary Education,Parent Education,Parent Attitudes

This report summarizes some of the parent and family engagement services provided by Austin Independent School District's parent support specialists to parents and families at their schools during the 2017-2018 school year.
Examining the AISD Dual Language Program, Fall 2014. DRE Publication Number 14.61 RB
Author: Williams, Holly
Date: 2014-11-10
Type: Reports - Evaluative
Subjects: School Districts,English Language Learners,Elementary School Students,Grade 3,Grade 4,Reading Tests,Mathematics Tests,Writing Tests,Test Results,Academic Achievement

The following report presents Austin Independent School District (AISD) English language learner students' (ELLs) 2013-2014 3rd and 4th grade state academic test results in reading and math, providing a comparison to AISD and State of Texas performance. In addition, ELLs' performance on an early elementary reading measure in 2013 and 2014 is summarized.
Spring 2015 Peabody Test Results, by Head Start Enrollment Status. Publication 14.113 RB
Author: Bell, Christian M.
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Preschool Education,Disadvantaged Youth,Federal Programs,School Districts,Preschool Children,Achievement Gains,Intelligence Tests,Verbal Ability,Vocabulary,Receptive Language,Longitudinal Studies,Spanish,English (Second Language),English

A sample of Austin Independent School District prekindergarten students showed growth from Fall 2014 to Spring 2015 on a nationally normed test for receptive vocabulary. These results were found for students in a Head Start program as well as those not in Head Start.
Eighth-Grade Students&apos; Feedback on the Middle School Dual Language Program, Austin Independent School District, 2017-2018. Publication 17.35
Author: Leung, Jenny
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Grade 8,Middle School Students,Bilingual Education,Student Attitudes,Decision Making,English,Spanish,Bilingualism,Self Esteem,Language Proficiency,Barriers

This report provides eighth-grade students' survey feedback on their experiences in the 2017-2018 middle school dual language program in the Austin Independent School District.
English Language Learners&apos; Academic Performance across Four Years, 2012-2013 through 2015-2016. Publication 16.10
Author: Orr, Aline
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Standardized Tests,Elementary School Students,Middle School Students,Reading Achievement,Mathematics Achievement,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Bilingual Education,Second Language Instruction

In Texas, English language learner (ELL) students are assessed annually in academic subject areas using the State of Texas Assessments of Academic Readiness (STAAR) at elementary and middle school levels. This report describes continuously enrolled Austin Independent School District (AISD) ELLs' performance as compared with all AISD students' performance on STAAR reading and math by program, from 2012-2013 through 2015-2016. [For &quot;Supplemental Report: English Language Learners' Academic Performance across Four Years, Cohorts 1 and 2 Presented Separately. Publication 16.10 b,&quot; see ED620132.]
Texas Kindergarten Early Assessment (Texas KEA) Performance, Fall 2017: Comparing Students with or without Prior Prekindergarten Experience. Publication 17.19
Author: Doolittle, Martha
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: School Districts,Kindergarten,School Readiness,Screening Tests,Program Effectiveness,Language Skills,Vocabulary,Listening Comprehension,Preschool Education,Socioeconomic Status,Economically Disadvantaged,Phonemic Awareness,Alphabets,Phoneme Grapheme Correspondence,Mathematics Skills,Reading Skills,Social Development,Emotional Development

This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds, math, and socioemotional.
Fall 2017 Academic Outcomes for Students Who Attended 2017 Title I Summer School. Summary Report. Publication 17.14
Author: Doolittle, Martha
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: School Districts,Summer Programs,Reading Achievement,Mathematics Achievement,Program Effectiveness,Summer Schools,Federal Legislation,Elementary Secondary Education,Educational Legislation,English,Spanish,Low Income Students,Elementary School Students,Middle School Students,High School Students,At Risk Students

This report summarizes Austin Independent School District Fall 2017 student enrollment and academic performance outcomes for students who attended 2017 summer programs supported with federal Title I funds.