ethanporcaro/eric-fulltext-meta huggingface dataset:
Title IX Grievance Procedure. Title IX Regulation Series
Author: MAEC, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Grievance Procedures,Sexual Harassment,Sexual Abuse,Gender Bias,School Personnel,School Role,Administrator Role,Legal Responsibility,Educational Environment

&quot;Title IX Grievance Procedure&quot; is part of the &quot;Title IX 2020 Regulations&quot; series. This series examines the overall impact of the Title IX 2020 regulations and its specific impact on various positions. See other documents in the series: &quot;Title IX Coordinator Roles and Responsibilities&quot; [ED627900], &quot;Title IX Then and Now for K-12--What has Changed?&quot; [ED627904], &quot;Title IX Investigator Roles and Responsibilities&quot; [ED627897], and &quot;Title IX Decision-Maker Roles and Responsibilities&quot; [ED627894].
Bilingual/ESL Programs Evaluation Summary: 2005-2006. Publication Number 05.19
Author: González, Rosa María
Date: 2006-11-00
Type: Reports - Research
Subjects: Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,English Language Learners,Program Evaluation,Trend Analysis,Student Characteristics,State Standards,Reading Tests,Reading Achievement,Language Tests,English,Language Arts,Writing Tests,Instructional Program Divisions,Mathematics Tests,Mathematics Achievement,Social Studies,Science Tests,Science Achievement,Spanish,Language Proficiency,Limited English Speaking,Federal Legislation,Educational Legislation,Kindergarten,Elementary Secondary Education

This report summarizes Austin Independent School District's (AISD's) 2005-2006 bilingual and English as a second language programs.
Title IV Safe and Drug Free Schools and Communities Evaluation, 2005-2006 through 2006-2007. Publication Number 05.14
Author: Christian, Cinda
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: School Districts,Grants,Drug Abuse,Violence,Prevention,Intervention,Positive Behavior Supports,Educational Legislation,Federal Legislation,Middle Schools,High Schools,Student Behavior,Discipline,Public Schools,Private Schools,School Counseling,School Safety,School Policy,Drinking,Smoking,Marijuana,Bullying,Juvenile Gangs,Substance Abuse,Recidivism,Weapons,School Personnel,Elementary Schools

This report summarizes evaluation results for AISD's federally-funded Title IV safe and drug-free schools program activities for the 2005-2006 and 2006-2007 school years.
Title IX Then and Now for K-12--What Has Changed? Title IX Regulation
Author: MAEC, Inc.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Educational Policy,Compliance (Legal),Sexual Harassment,Sexual Abuse,Change,Elementary Secondary Education,Definitions,Educational Environment,School Personnel,Responsibility,Grievance Procedures,School Role

MAEC's Title IX 2020 Regulations Series examines the impact of the recently-released Final Rule, which went into effect August 14, 2020. The Final Rule determines how schools navigate incidents of sexual harassment. This document, the second in our series, compares Title IX then (the Patsy Mink Equal Opportunity in Education Act, 1972) and Title IX now (Final Rule, 2020) to identify changes to the policies and practices impacted by the 2020 regulations. This series examines the overall impact of the Title IX 2020 regulations and its specific impact on various positions. See: &quot;Title IX Coordinators Roles and Responsibilities&quot; [ED627900], &quot;Title IX Investigator Roles and Responsibilities&quot; [ED627897], &quot;Title IX Decision-Maker Roles and Responsibilities&quot; [ED627894], and &quot;Title IX Grievance Procedure&quot; [ED627901].
Summary of 2005-2006 through 2007-2008 AISD Staff Climate Survey Results. Publication Number 07.23
Author: Schmitt, Lisa N. T.
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Environment,Parent Influence,School Community Relationship,Principals,Leadership Styles,Collegiality,Teacher Behavior,Academic Achievement,Standards,Positive Behavior Supports,School Safety,Teacher Attitudes,Administrator Attitudes,School Personnel,Attitudes,Elementary Secondary Education,Student Behavior

The report describes the district-level results of the AISD Staff Climate Surveys administered in 2005-2006 through 2007-2008.
Social Media Addiction in Primary School Teacher Candidates: What Is the Role of Social Media Features and User Behaviours?
Author: Dagli, Ecem Seray
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Preservice Teachers,Student Behavior,Gender Differences,Age Differences,Foreign Countries,Elementary School Teachers

The aim of the study is to investigate the relationship between social media usage behaviors of primary school teacher candidates and their social media addiction levels. The study was designed using relational screening model. The study group is composed of 230 primary school teacher candidates from the education faculty of a state school in the school year of 2018-2019. With a view to establishing differences between the groups, independent sampling t-test and ANOVA test were used, and Pearson correlation coefficient was used to determine the relationship between the variables. Data obtained through the analysis suggests that while there is a significant difference between the groups in terms of the variables of gender, duration of daily social media use and frequency of daily social media account check, no significant difference was observed between the groups in terms of social media addiction based on year grades. In addition, the outcome of the correlation analysis demonstrates a weak positive correlation between the respective social media account and the level of social media addiction and a moderate positive correlation between the number of stories posted from social media accounts per month and the level of social media addiction. The findings were discussed throughout the article and some suggestions were offered.
Question: Is Physical Fitness Related to Academic Achievement? DPE Publication Number 06.07
Author: Williams, Holly
Date: 2007-02-16
Type: Numerical/Quantitative Data
Subjects: Grade 5,Grade 7,Reading Achievement,Mathematics Achievement,Physical Fitness,Low Income Students,Ethnicity,Scores,Achievement Tests,Gender Differences,Elementary School Students

This report summarizes results of a data analysis that attempts to answer the question of whether AISD students' physical fitness is related to their academic achievement in Spring 2006.
Improving Reading Abilities, Attitudes and Practices during COVID: Results from a Home-Based Intervention of Supplementary Texts for Young Readers in Cambodia. Policy Research Working Paper 10416
Author: Crawford, Michael F.
Date: 2023-04-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Grade 1,Grade 2,Intervention,Emergent Literacy,Program Implementation,Reading Ability,Reading Attitudes,Supplementary Reading Materials,Educational Practices,COVID-19,Pandemics,Program Effectiveness,Reading Habits,Home Study,Family Involvement

This paper provides results from the randomized control trial project, Promoting Development and Home Reading of Supplementary Texts for Young Readers in Cambodia. One control and three treatment groups were assessed on how literacy and reading habits changed when households were provided a variety of high-quality and low-cost early reading materials along with varying degrees of encouragement toward building better reading habits. The findings show that providing books in isolation was not enough. Rather, books in conjunction with a network of reading supports was found to be an effective means to boost reading outcomes, including reading proficiency measures, frequency of reading, and attitudes toward reading. The results highlight the need for at-home reading materials in poor households as an integral step to improve early reading. [This paper is a product of the Education Global Practice.]
Project ADVANCE Summary Report, 2005-2006. Publication Number 05.11
Author: Alderete, Karen L.
Date: 2006-10-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,College Preparation,Career Development,Student Financial Aid,High School Students,Student Participation,College Entrance Examinations,Scores,Enrollment,College Admission,School Visitation

AISD's Project ADVANCE (Assess, Decide, Visit, Apply Now for your College Education) received $994,775 from the Michael and Susan Dell Foundation (MSDF) to support college and career preparation efforts in all 12 district high schools. During the 2005-2006 school year, the Project ADVANCE staff at each campus worked with high school students and their parents to prepare for postsecondary enrollment. This report summarizes evaluation results of AISD's 2005-2006 Project Advance program.
Advancement Via Individual Determination (AVID): An Evaluation of Student Academic Performance, 2005-2006. Publication Number 05.12
Author: Coneway, Casey
Date: 2006-10-00
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,College Preparation,College Readiness,Academic Achievement,Minority Group Students,Low Income Students,High School Students,Middle School Students,Grade Point Average,Scores,Enrollment,Economically Disadvantaged,Reading Achievement,Mathematics Achievement,Reading Tests,Mathematics Tests,Advanced Placement Programs

The Advancement Via Individual Determination (AVID) program was offered in 10 high schools and 6 middle schools during the 2005-2006 school year. AVID began in the Austin Independent School District (AISD) in 1999 as a way of helping more students become eligible for college. Students who were considered academically &quot;average,&quot; based on previous grades and test scores, and who often came from low-income and minority households that lacked a history of college education, were recruited into the AVID program. Students could take up to six AVID courses taught by teachers who were trained to use the AVID curriculum and other teaching materials to help students improve study and critical thinking skills. In addition to taking the AVID course, AVID students were placed in more challenging courses, such as honors and Advanced Placement (AP) courses. This report summarizes academic performance of students who participated in AISD's AVID Program in the 2005-2006 school year.
State Compensatory Education, 2005-2006. Publication Number 05.15
Author: Christian, Cinda
Date: 2007-03-00
Type: Reports - Research
Subjects: At Risk Students,Compensatory Education,Supplementary Education,School Districts,Program Effectiveness,Academic Achievement,Graduation Rate,Dropout Prevention,Elementary Secondary Education,Literacy Education,Summer Programs,Reading Programs,Bilingual Students,School Counseling,School Nurses,School Community Programs,Social Services,Specialists,Transitional Programs,Nontraditional Education,High Schools,Residential Schools,Discipline,Pupil Personnel Services,Positive Behavior Supports,Professional Development,Achievement Gap,Minority Group Students

State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2005-2006 school year.
Effectiveness of Virtual Reality Technology in Teaching Pedestrian Skills to Children with Intellectual Disabilities
Author: Kurtca, Veli Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Students with Disabilities,Computer Simulation,Skill Development,Early Adolescents,Program Effectiveness,Traffic Safety,Maintenance,Parent Attitudes,Teacher Attitudes,Generalization,Foreign Countries

Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. The aim of this study is to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectual disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes. [This study was presented as an oral presentation at VI International Applied Social Sciences (2022).]
GEAR UP Austin: Impacting Lives Project, 2005-2006. A Summative Evaluation Report. Publication Number 05.20
Author: Alderete, Karen
Date: 2007-03-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Summative Evaluation,College Preparation,College Readiness,Middle School Students,Program Descriptions,Intervention,School Counseling,Faculty Development,Parent Participation,Student Characteristics,Advanced Placement Programs,College Entrance Examinations,Graduation Rate,Student Financial Aid,Postsecondary Education

This report summarizes 2005-2006 program evaluation results from AISD's GEAR Up program.
2006-2007 INVEST and Positive Families Survey Summary. DPE Publication Number 06.35
Author: Christian, Cinda
Date: 2007-10-00
Type: Numerical/Quantitative Data
Subjects: Workshops,Program Effectiveness,School Districts,Parent Attitudes,Student Attitudes,Family Programs,Alcohol Abuse,Drug Abuse,Interpersonal Communication,Family Relationship,Communication Skills,Student Characteristics,Gender Differences,Age Differences,Context Effect,Incidence,Self Concept

AISD student and parent participants in both the INVEST and Positive Families programs were asked to participate in an anonymous survey regarding their experiences of the 4-part workshop following completion of the final class. Aggregated results for quantitative survey items are summarized for the 2006-2007 program year.
Plan of Work: 2007-2008. Department of Program Evaluation. Austin Independent School District. DPE Publication Number 07.01
Author: Austin Independent School District (AISD)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Planning,Elementary Secondary Education,Program Effectiveness,Ancillary School Services,Program Implementation,Intervention,Academic Support Services

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
Question: What Is the Relationship between Student Grade Point Average and Student Attendance? Publication No. 07.08
Author: Garland, Marshall W.
Date: 2007-09-27
Type: Reports - Descriptive
Subjects: Correlation,Grade Point Average,Attendance,School Districts,High School Students,Information Systems,Classification

This report summarizes an analysis of AISD 2006-2007 high school students' attendance and grade point average.
A Summary of AISD&apos;s Optional Extended Year Program Activities, 2005-2006. Publication Number 05.17
Author: Washington, Wanda
Date: 2006-11-00
Type: Reports - Research
Subjects: Extended School Year,School Districts,Grants,Elementary Secondary Education,At Risk Students,Academic Standards,State Standards,Extended School Day,School Schedules,Year Round Schools,Summer Schools,Principals,Program Implementation,Academic Achievement,Curriculum Development,Educational Methods,Faculty Development,Parent Participation,Administrator Attitudes,Student Promotion,Grade Repetition

The Optional Extended Year Program (OEYP), funded by a grant from the state, provides extended learning opportunities for students in kindergarten through grade 12 (K-12) who are at risk of academic failure. The primary focus of an OEYP is to reduce and ultimately eliminate the need for student grade-level retention by providing additional instructional time for students to master the state's academic performance standards. OEYP activities occur outside the regular school day. OEYP is designed to accommodate four school-day options: (1) extended day, (2) extended week, (3) intersession for year-round schools, and (4) summer school. A school district may provide instructional services during any of these programs for a period of time not to exceed 30 days. Participating students must receive a minimum of 240 minutes of instruction to meet Texas Education Agency (TEA) reporting requirements. Since 1993, the Austin Independent School District (AISD) has used the OEYP to reduce the number of AISD students at risk of academic failure. This report summarizes AISD's 2005-2006 school year activities and student performance outcomes for the state-funded optional extended year program.
Question: What Percent of Community College Students Leave to Attend a Four-Year Institution, and How Many Community College Students Attain a Degree? DPE Publication No. 07.18
Author: Bush Richards, Angela
Date: 2007-12-06
Type: Reports - Descriptive
Subjects: Community College Students,Educational Attainment,Transfer Rates (College),College Transfer Students,Bachelors Degrees,College Credits

This report summarizes local, state, and federal data on community college students' rates of attending a four-year post-secondary institution and obtaining a degree from such institutions.
Enrollment in Massachusetts Public Schools, COVID and Beyond. White Paper No. 257
Author: Ardon, Kenneth
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Public Schools,Declining Enrollment,Enrollment Trends,COVID-19,Pandemics,Elementary Secondary Education,Student Characteristics,School Districts,Municipalities

In 2008 and 2012, Pioneer Institute published reports documenting declines in enrollment in Massachusetts' public schools. At the time, enrollment had fallen by about 35,000 students over a decade, or roughly 0.5 percent per year, with especially large drops in western Massachusetts and parts of Cape Cod. This paper examines enrollment trends since that time in three main sections. The first section continues the analysis from the prior papers and describes changes in enrollment during the 2010s. The second section evaluates the impact of COVID, using data from 2020 through this school year that the Department of Elementary and Secondary Education (DESE) published in December 2022. The final section offers cautious predictions for the next decade.
Improving the Pipeline for Tennessee&apos;s Workforce: Academic Supply for Occupational Demand Report, 2023
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2023-00-00
Type: Reports - Research
Subjects: Labor Force,Labor Force Development,Labor Needs,Job Training,Career Pathways,Graduation,Education Work Relationship,Employment Level,Demand Occupations,College Programs,STEM Careers,Career Readiness,Job Skills,Labor Supply,Educational Supply,COVID-19,Pandemics,Salaries

&quot;The Improving the Pipeline for Tennessee's Workforce: Academic Supply for Occupational Demand Report&quot; is the second joint report between the Tennessee Higher Education Commission (THEC), Tennessee Department of Labor and Workforce Development (TDLWD), Tennessee Department of Economic and Community Development (TNECD), and Tennessee Department of Education (TDOE). This year's report maintains the Career Cluster structure, grouping occupations and aligned training programs in one place. Accompanying dashboards and data downloads are also available for readers who prefer to work with the data directly. This report includes a few new features, including a revised approach to measuring degree completers' employment and wages, as well as a simplification of report layout to improve readability and flow. Multiple state agencies facilitate this report's completion and there are many audiences for this report. Each year, efforts to refine and improve the report and associated outputs will continue to ensure the report is useful in education and workforce planning. This report: (1) Identifies in-demand occupations and aligned academic programs at the postsecondary and secondary levels as well as registered apprenticeships organized across 14 career clusters; (2) Includes in-demand occupations tables identifying the number of region(s) where the occupation is in-demand, entry level wages, indicators for jobs which are STEM fields and those which support TNECD's target industries, and the typical training level required for employment; (3) Contains aligned academic programs tables with information about degree production and completers, matriculation into Tennessee's job market, and first-year wages for those identified in Tennessee employment data. The calculation for employment outcomes changed in this year's report; (4) Spotlights select agency initiatives promoting education and workforce alignment in K12, higher education, and the workforce; and (5) Offers an overview of data, methods, and sources highlighting existing data use and areas for further exploration. [For the 2022 report, see ED624524.]