ethanporcaro/eric-fulltext-meta huggingface dataset:
Optional Flexible School Day Program (OFSDP), 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-12-19
Type: Reports - Research
Subjects: Flexible Scheduling,School Schedules,Nontraditional Students,Nontraditional Education,High School Students,Attendance,Graduation Requirements,Credits,Student Characteristics,Academic Achievement,Outcomes of Education,Dropout Prevention,Intervention,School Districts,Program Descriptions,At Risk Students,Enrollment

The Optional Flexible School Day Program (OFSDP) is approved by the Texas Commissioner of Education and is offered by the Houston Independent School District (HISD) to provide students with flexible school hours and days of attendance. The program offers opportunities for students to make progress toward completing high school if they are unable to attend school in a traditional setting or are at risk of dropping out of school. OFSDP students may attend school on fixed or flexible schedules to include extended day, night, or weekend classes which are offered throughout the year through on-line and in-person services. The program began in November 2009 to provide students with opportunities to earn attendance and course credits needed to graduate from high school. This report describes characteristics of program participants and their academic outcomes for 2013-2014. The OFSDP 2013-14 program has proven successful with a decrease in percentage of students that have withdrawn from the program (21.2%) compared to (30.7%) in 2012-13. This decrease is a direct result of a collaborative effort between OFSDP schools and the District Drop Out Prevention Department. Schools implemented weekly graduation support meetings where all lead teachers from each OFSDP site identified potential drop outs and developed intervention strategies.
Veterans&apos; Education Benefits: A Profile of Military Students Who Received Federal Veterans&apos; Education Benefits in 2015-16. Stats in Brief. NCES 2020-488rev
Author: Holian, Laura
Date: 2020-03-00
Type: Reports - Research
Subjects: Veterans Education,Federal Aid,Student Financial Aid,Veterans,Federal Legislation,Student Characteristics,Undergraduate Students,Graduate Students,Institutional Characteristics,Colleges,Full Time Students,Part Time Students,Online Courses

Military service members, veterans, and certain dependents and survivors can receive financial support for postsecondary education and technical training. Veterans' educational benefits can include tuition and fees, housing allowances, and stipends for books and supplies (Radford 2011; Radford et al. 2016). Veterans' education benefits are provided primarily through two programs, the Montgomery GI Bill and the Post-9/11 Veterans Educational Assistance Act of 2008 (also known as the Post-9/11 GI Bill). The number of veterans who receive veterans' education benefits increased after the Post-9/11 GI Bill went into effect. The total number of veterans' education beneficiaries--including active duty service members, veterans, and their families--grew by 93 percent between 2009 and 2013 (U.S. Department of Veterans Affairs 2017). However since 2013, the number of beneficiaries has declined from a high of 1,091,044 to 893,725 in 2018 (U.S. Department of Veterans Affairs 2017, 2019). The purpose of this Statistics in Brief is to compare and contrast the characteristics of military students who receive federal veterans' education not benefits and military students who do receive such benefits. This descriptive analysis adds to the existing literature on military students and the use of veterans' education by using data from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16).
Optional Flexible School Day Program (OFSDP), 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-12-11
Type: Reports - Research
Subjects: Flexible Scheduling,School Schedules,Nontraditional Students,Nontraditional Education,High School Students,Attendance,Graduation Requirements,Credits,Student Characteristics,Academic Achievement,Outcomes of Education,Dropout Prevention,Intervention,School Districts,Program Descriptions,At Risk Students,Enrollment,Withdrawal (Education)

The Optional Flexible School Day Program (OFSDP) is approved by the Texas Commissioner of Education and is offered by the Houston Independent School District (HISD) to provide students with flexible school hours and days of attendance. The goal of the program is to improve the graduation rates for students who are in danger of dropping out of school or who have dropped out, or for students who are behind in core subject courses. The program provides students with opportunities to earn attendance and course credits if they are unable to attend school in a traditional setting or are at risk of being denied course credit due to unmet attendance requirements. This report describes characteristics of program participants and their academic outcomes for 2014-2015. Key findings are as follows: (1) In 2014-2015, 550 students participated in OFSDP, a 9.7 percent decrease from 609 participants in 2011-2012 and a 15.3 percent increase from 477 participants in 2013-2014; (2) OFSDP participants enrolled in 2,320 courses, completed 43.9 percent of the courses, and earned 518.5 credits; and (3) In 2014-2015, 25 (8.9 percent) of the 281 OFSDP seniors graduated, 40 (14.2 percent) withdrew, and 215 (76.5 percent) were still enrolled in the district.
U.S. Public School Students Enrolled in Schools with Violent Incidents and Hate Crimes. Data Point. NCES 2020-007
Author: Diliberti, Melissa
Date: 2020-03-00
Type: Reports - Research
Subjects: Public Schools,Violence,Crime,School Safety,School Surveys,Elementary Schools,Secondary Schools,Police,Enrollment,Elementary School Students,Secondary School Students

The data in this report are from the 2007-08 and 2017-18 administrations of the School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample survey of public elementary and secondary schools in the 50 states and the District of Columbia. The survey asks principals about the prevalence of crime and violence in their schools as well as the practices and programs their schools have in place to promote school safety.
Student Assessment Inventory for School Districts: Guidance for School Districts
Author: Achieve, Inc.
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Testing,Evaluation Methods,Planning,Cooperation,Evaluation Utilization,Communication (Thought Transfer),Guidelines

&quot;Student Assessment Inventory for School Districts&quot; (see ED603651) is a tool district leaders can use to take stock of their assessments and assessment strategy and do so from a student perspective. Achieve developed the &quot;Student Assessment&quot; to support a process by which districts evaluate the assessments students are taking; determine the minimum testing necessary to serve essential diagnostic, instructional, and accountability purposes; and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and can support structures and routines so that assessment results are actually used and action steps taken that will help students. Districts should consider a number of important issues as they move through the inventory process. The purpose of this document is to provide guidance and key questions to assist district and community leaders -- superintendents, assessment and curriculum leads, teacher leaders, school board members, and local advocates -- in ensuring that their district's assessment inventory process is meaningful and actionable. This guidance is organized by stages of the assessment inventory process: &quot;Reflect and Plan,&quot; &quot;Conducting and Analyzing the Inventory,&quot; and &quot;Making Recommendations.&quot; An additional section, &quot;Communications and Messaging,&quot; provides guidance on communicating and transparency throughout the inventory process. Please note that this guidance is suggested and that not all questions may be relevant to a district going through an assessment inventory process.
Optional Flexible School Day Program (OFSDP), 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-10-21
Type: Reports - Research
Subjects: Flexible Scheduling,School Schedules,Nontraditional Students,Nontraditional Education,High School Students,Attendance,Graduation Requirements,Credits,Student Characteristics,Academic Achievement,Outcomes of Education,Dropout Prevention,Intervention,School Districts,Program Descriptions,At Risk Students,Enrollment,Withdrawal (Education),Student Participation

The Optional Flexible School Day Program (OFSDP) is approved by the Texas Commissioner of Education and is offered by the Houston Independent School District (HISD) to provide students with flexible school hours and days of attendance. The goal of the program is to improve the graduation rates for students who are in danger of dropping out of school or who have dropped out, or for students who are behind in core subject courses. The program provides students with opportunities to earn attendance and course credits if they are unable to attend school in a traditional setting or are at risk of being denied course credit due to unmet attendance requirements. This report describes characteristics of program participants and their academic outcomes for 2015-2016. Key findings are as follows: (1) In 2015-2016, 468 HISD students participated in OFSDP, the lowest enrollment since the first full year of program implementation in 2011-2012. This was a 23.2 percent decrease from 609 participants in 2011-2012, as well as a 14.9 percent decrease from 550 participants in 2014-2015; (2) OFSDP participants enrolled in 1,453 courses, completed 79.1 percent of the courses, and earned 479.0 credits; and (3) In 2015-2016, 63 (25.0 percent) of the 252 OFSDP seniors graduated and 33 (13.1 percent) withdrew from HISD schools. By fall of the 2016-2017 school year, 74 (29.4 percent) remained enrolled in the district and 82 (32.5 percent) of OFSDP's 2015-2016 seniors had not yet shown up to continue their education in HISD.
Investigation of 2018 ACT Score Declines Final Report
Author: Keng, Leslie
Date: 2020-01-20
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Scores,Test Score Decline,Educational Trends,Trend Analysis,Scoring,Evaluation Methods,Test Results,Psychometrics,Test Format,Test Construction,Difficulty Level,Quality Assurance,Context Effect

ACT requested assistance from the National Center for the Improvement of Educational Assessment (Center for Assessment) to investigate declines of scores for states administering the ACT to its 11th grade students in 2018. This request emerged from conversations among state leaders, the Center for Assessment, and ACT in trying to understand the 2018 score declines, particularly in census testing states. The primary goals of the Center's investigation were to: (1) identify possible explanations for the observed score declines based on information provided by ACT; (2) make recommendations to ACT and states for additional analyses to confirm or uncover explanations for the observed trends; and (3) suggest changes to ACT's existing processes or procedures that can help expedite the detection of such trends or mitigate potential sources of error in the future. The Center pursued three general lines of inquiry to understand potential contributions to the ACT score declines in 2018. This report examines: (1) ACT's established procedures; (2) implementation of its established procedures; and (3) select contextual factors related to the test-taking populations.
Academic Year 2016 through Academic Year 2019 Degrees Awarded and Top-Ten Degrees &amp; August 2019 Academic Program Summary
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Certification,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,STEM Education,Intellectual Disciplines,Gender Differences,Racial Differences,Professional Education

This report presents academic year 2016 through 2019 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along with Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2019 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University -- Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi -- Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2019 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University. [For the report from the previous year, &quot;Academic Year 2015 through 2018 Degrees Awarded and August 2018 Academic Program Summary,&quot; see ED593980.]
How Have Districts Used the Process? Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Districts,Testing,Evaluation Methods,Evaluation Utilization,Educational Change

To address nationwide concerns about overtesting, Achieve developed the &quot;Student Assessment Inventory for School Districts&quot; (see ED603651) which can be used by education leaders to make decisions about the appropriate amount of testing and to be more transparent with parents about assessments in schools. Since its launch in 2014, the tool has been used by over 100 districts to evaluate their assessment strategy and ensure that only the best and most useful tests are used, impacting over [1 million] students. This brief report describes how districts in Washington state and Illinois have used the process.
Competency-Based Pathways: A Promising Approach to Support All Students toward and beyond College and Career Readiness
Author: Achieve, Inc.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,College Readiness,Career Readiness,Academic Achievement,Pacing,Educational Mobility,Grading

More states, school districts and schools are exploring how competency-based pathways can help far more students reach and exceed the knowledge and skills they need to graduate from high school prepared to succeed in college and the workplace. How do competency-based pathways help students do so? In this report are the stories of three students whose academic progress has been shaped by the opportunities, flexibility and transparency of competency-based learning environments.
2016 White Paper on the Aspire Mentoring Academy
Author: MENTOR: The National Mentoring Partnership
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Mentors,At Risk Students,Employees,Graduation Rate,High School Students,College Readiness,Career Readiness,School Business Relationship,Corporations,Volunteers,STEM Education,Partnerships in Education

AT&amp;T's Aspire Program focuses not only on significant philanthropic support, but also on the time, talents, and passion of many of their employees nationwide, who have teamed up with nonprofits to help create and implement meaningful programs for school and career success, particularly for students at risk of not graduating high school. This includes giving back to the communities where its employees live and work; a strong focus on improving high school graduation rates through research, national action, and raising awareness and supporting evidence-based programs; and support for mentoring opportunities that expose students to the world of work and help them gain the skills they will need to succeed in the jobs of the future. This white paper explores the work of the Aspire Mentoring Academy from perspectives of AT&amp;T leadership to better understand the overarching themes that drive the work, and the vision for the future. It also showcases the experiences of the AT&amp;T employees who serve as mentors to understand their perspectives on why they choose to serve in this way, and the value it adds to their communities. And finally, the paper explores the experiences of the Aspire Mentoring Academy nonprofit organizations, and the value they find from being a part of this work.
Achieving Equity in College in High School Programs: Practitioner-Informed Policy Design Commitments and Principles
Author: Jobs for the Future
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Equal Education,High Schools,Colleges,Dual Enrollment,Acceleration (Education),Educational Policy,Policy Formation,Educational Principles

While the popularity of college in high school programs is growing, there remain significant equity gaps in terms of access to rigorous, high-quality offerings. It is therefore essential for policymakers to take great care as they craft policies supporting or expanding these programs. Jobs for the Future's (JFF's) Policy Leadership Trust has culled the expertise and experiences of practitioners in 16 states to offer policy design recommendations for states and localities that are new to the college in high school concept, or are looking to expand these programs. The Trust's five key principles can help guide policy decisions around pathways, quality and rigor, navigation and supports, funding, and data. The group also offers examples of potential policy levers that policymakers may consider in order to fulfill the intent of each principle.
Federal Support for School Integration: An Obama Administration Review. Issue Brief No. 8
Author: Hilton, Michael
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Federal Government,Student Diversity,Educational Policy,Elementary Secondary Education,Early Childhood Education,State Government,Educational Legislation,Language Usage,Grants,Federal Aid,Incentives,Federal Legislation,Racial Composition,Court Litigation,Student Transportation,Housing,Zoning,Minority Group Students,Low Income Students,Civil Rights,Magnet Schools,Charter Schools,Federal Programs,Educational Innovation,Educational Improvement,School Choice,Public Education,School Turnaround,Educational Equity (Finance),Early Intervention,Preschool Education,Child Care,Block Grants

The National Coalition on School Diversity has updated this review of federal support for school integration during the tenures of Secretaries Arne Duncan and John King, who both served during the Obama Administration. While much remains to be done, the Obama Administration has made concrete progress on school integration policy. This overview begins with the Administration's 2011 Guidance on voluntary school integration, and covers the Department's K-12 competitive grants, preschool programs administered cooperatively with the Department of Health and Human Services (HHS), the Department's handling of state waivers under the Elementary and Secondary Education Act, and new legislative developments. This Review is divided into four sections: (1) Administrative guidance and action supporting school diversity; (2) School diversity language and incentives in U.S. Department of Education (USDOE) competitive grant programs for K-12 education; (3) School diversity language and incentives in Early Childhood Education programs; and (4) Reauthorization of the Elementary and Secondary Education Act and &quot;Elementary and Secondary Education Act (ESEA) Flexibility.&quot; [This brief was written with Derek Black and Phil Tegeler.]
The Complementary Benefits of Racial and Socioeconomic Diversity in Schools. Research Brief No. 10
Author: Ayscue, Jennifer
Date: 2017-03-00
Type: Reports - Research
Subjects: Student Diversity,Racial Composition,Elementary Secondary Education,Socioeconomic Status,Low Income Students,Minority Group Students,Equal Education,Educational Environment,Academic Achievement,Consciousness Raising,Educational Attainment,Achievement Gap

&quot;Brown v. Board of Education&quot; declared in 1954 that racially segregated schools were unequal, invalidating laws requiring segregation of black and white students in seventeen states. Since then, legal decisions have furthered racial desegregation in schools and more recent decisions have arguably impeded it. This research brief explores what is known about the importance of both racial and economic diversity in K-12 schools. The authors first review research on the benefits of racial diversity, then research about the benefits of socioeconomic status (SES) diversity. Finally, the authors examine the research findings regarding the benefits of racial diversity when accounting for SES. This review of the research suggests that both racial and SES diversity are beneficial to students, particularly low-income students and students of color, especially when within-school practices like classroom assignment ensure equal access to opportunity. The authors also find that research supports the conclusion that the benefits that flow from racial and SES diversity are not interchangeable. Policies should ensure that schools are both racially and economically diverse in order to produce maximal benefits to students and their communities.
Re-Weaving the Social Fabric through Integrated Schools: How Intergroup Contact Prepares Youth to Thrive in a Multiracial Society. Research Brief No. 13
Author: Tropp, Linda R.
Date: 2018-05-00
Type: Reports - Research
Subjects: Racial Relations,Ethnic Diversity,Youth,Educational Environment,Friendship,Racial Bias,Consciousness Raising,Cooperative Learning,Social Attitudes,School Role,Empathy,Caring,Stress Management,Student Leadership,Social Change

Schools remain one of the few social institutions that have the potential to bring youth together across racial and ethnic lines. New social science research demonstrates the importance of fostering sustained interracial contact between youth in order to prepare them to thrive in a multiracial society. This brief aims to summarize much of this new evidence, with special attention to its practical implications for the social relations and contexts within schools.
Assessment and Accountability Recommendations for the Next Reauthorization of the Elementary and Secondary Education Act
Author: Marion, Scott
Date: 2020-01-28
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Assessment,Accountability,Educational Innovation,Educational Research,Program Evaluation,Summative Evaluation

The authors offer a set of recommendations for the next Elementary and Secondary Education Act (ESEA) reauthorization. They recommend changes to the assessment, accountability and Innovative Assessment Demonstration Authority (IADA) provisions of the Every Student Succeeds Act (ESEA) as well as for a federally-supported research and evaluation agenda.