ethanporcaro/eric-fulltext-meta huggingface dataset:
Availability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4
Author: Baumgartner, Erin
Date: 2019-08-00
Type: Reports - Research
Subjects: Preschool Education,Urban Schools,Access to Education,Equal Education,School Location,Low Income Students,English Language Learners,Geographic Distribution,Preschool Children,School Districts,Geographic Location,Public Schools,Elementary Schools

This study examines student access to HISD pre-k programs, measured in multiple ways: whether a program exists in their elementary zone and whether a program exists within one mile of their residence. We also estimate whether there is equity in access, by examining whether students who have the greatest need (including economically disadvantaged and English learners) also have the greatest access to pre-k. Across measures, we find that economically disadvantaged students have a greater likelihood of access to pre-k than their non-economically disadvantaged peers. However, English learners, another population targeted by the state policy to receive pre-k, are not more likely to have access to pre-k than their peers who are not English learners. The purpose of this study is to identify the spatial distribution of HISD pre-kindergarten (pre-k) programs across the district and better understand how program location may be associated with access and equity issues around pre-k. Our goal is to evaluate the extent to which families have nearby options for public pre-k and examine whether this accessibility is the same for students of all sociodemographic backgrounds. This is the first in a four-part series of research briefs regarding student access to and utilization of HISD pre-k programs, with subsequent briefs examining possible ways to increase access to HISD pre-k programs and the relationship between access and utilization (Brief 2), the ways in which parents make decisions about pre-k programs for their children (Brief 3), and the relationship between access to HISD pre-k and student outcomes at kindergarten entry (Brief 4). [Title varies: &quot;Brief #1: Availability of and Equity in Access to HISD Pre-K Programs.&quot;]
HISD&apos;s Decentralization Reform (Part 1: Policy Analysis). Research Brief for the Houston Independent School District. Volume 6, Issue 2
Author: Moon, Jodi
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Administrative Organization,Educational Change,Educational Administration,School Districts,Urban Schools,Program Implementation,Educational Policy,Educational Finance,School Based Management,School Choice,Elementary Secondary Education

This research brief is Part I of a four-part series that studies the implementation and impact of the Houston Independent School District (HISD) decision to decentralize in the 1990s. This first part describes how decentralization was enacted in HISD. It examines the implementation of decentralization at HISD. The process that HISD originally undertook was well documented and fairly well structured. Over time, many of the key components of a strong decentralization model were addressed. For example, decision-making was shifted to the campus level. Funding was re-structured to provide the principals more flexibility and to re-distribute monies to schools based on a base amount plus weights for student level characteristics. Key changes were phased in, and attention was given to minimizing negative impacts as campuses adjusted to funding redistribution. However, some components of decentralization have been only partially fulfilled. For instance, in the literature, school choice is important under this model because it fosters competition and innovation as campuses strive to protect their funding by doing the best job they can for students. HISD is an open choice school district in theory; yet in practice, most campuses are using transfer agreements and choice is somewhat constricted. Additionally, research emphasizes the need to review and update the weighting structure frequently; while the weights have been adjusted, there is an opportunity to revisit these based on Houston's specific demographics. Finally, there are key elements of decentralization that were not implemented. The shift from average to actual teacher salaries was never made, and Small School Subsidies and magnet programs serve to distort the impact of funding redistribution. These findings suggest that there are modifications that could improve the existing model.
HISD&apos;s Decentralization Reform (Part II: Principal Survey). Research Brief for the Houston Independent School District. Volume 6, Issue 3
Author: Moon, Jodi
Date: 2018-05-00
Type: Reports - Research
Subjects: Administrative Organization,Educational Change,Educational Administration,School Districts,Urban Schools,Elementary Secondary Education,Principals,Administrator Attitudes,Satisfaction,Professional Autonomy,Administrator Education,Self Efficacy,Educational Finance,Resource Allocation

This research brief is Part II of a four-part study of decentralization in the Houston Independent School District (HISD). This part reports HISD principal attitudes and satisfaction within the current decentralized model. HISD principals who elected to participate in the survey on average expressed positive statements about their degree program training and current level of efficacy related to their ability to: use data to identify student needs; communicate with teachers to identify student needs; and make staffing decisions to support student needs. They reported having autonomy over making the scheduling, instructional, and staffing decisions that are best for their students. They further reported being supported by HISD central administration in the fundamental roles that principals are expected to fulfill in the current decentralized model: analyzing the data to best determine their students' needs; making staffing, instructional and scheduling decisions based on that analysis, and; preparing a budget that reflects those needs. Findings do suggest possible opportunities including professional development for first year principals about how to make staffing decisions to support student needs and a review of the budget analyst protocols and/or an efficiency study of the support provided by budget analysts to each campus.
HISD&apos;s Decentralization Reform (Part 3: Decentralization and Student Achievement). Research Brief for the Houston Independent School District. Volume 7, Issue 5
Author: Stroub, Kori
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Administrative Organization,Educational Change,Educational Administration,School Districts,Urban Schools,Elementary Secondary Education,Academic Achievement,Educational Finance,Resource Allocation,Achievement Tests,African American Students,Hispanic American Students,Low Income Students,Elementary School Students,Middle School Students,High School Students,Small Schools

This research brief is Part III of a four-part study of decentralization in Houston Independent School District (HISD). This part examines the impact of decentralization on student outcomes. In hopes of improving student performance, HISD implemented decentralization throughout the 1990s (see Part I of this project for a detailed discussion of the reforms--ED598239). In addition to giving principals more autonomy to develop staffing plans, class schedules, and teaching practices to cater to their students' unique needs, the reforms culminated with a change to the district's funding model from a full-time equivalency (FTE) model to a per unit allocation (PUA) model in the 1999-2000 school year. The PUA model placed more control of a school's budget in the hands of its principal. The goal of this study is to determine if the decentralization reforms, particularly the changeover to a PUA model, improved student achievement. The primary objective of this brief is to provide evidence on the link between HISD's decentralization reforms and student achievement. Towards that end, Texas Assessment for Academic Skills (TAAS) pass rates were computed for all campuses in the state of Texas between 1996-97 and 2001-02--three years prior to and three years after HISD adopted the PUA-based funding model. To estimate the effect of decentralization, this study compared the change in pass rates (across all grades and all subjects) in HISD schools before and after decentralization was fully implemented in the district to a matched set of schools from across the state that did not experience decentralization over the same time period. In addition to examining the overall relationship between decentralization and achievement, this study also attends to differences in the effect of decentralization by student-subgroup (black, Hispanic, and economically disadvantaged students), school level (elementary vs. middle vs. high) and school size (small schools). [Title varies: &quot;Decentralization Reform in HISD, Part III: Evidence on the Relationship between Decentralization and Achievement.&quot;]
HISD&apos;s Decentralization Reform (Part 4: Funding). Research Brief for the Houston Independent School District. Volume 7, Issue 6
Author: Moon, Jodi
Date: 2019-03-00
Type: Reports - Research
Subjects: Administrative Organization,Educational Change,Educational Administration,School Districts,Urban Schools,Educational Finance,Elementary Secondary Education,Budgeting,Expenditure per Student,Small Schools,Elementary Schools,Middle Schools,High Schools,Low Income Students,School Personnel,School Size,Funding Formulas,Institutional Characteristics,African American Students,Hispanic American Students,White Students

This research brief is Part 4 of a four-part study of decentralization in Houston Independent School District (ISD). This part examines the impact of decentralization on funding equity. It looks at the general fund budgeting strategy in Houston ISD from 1999-2000 through 2015-16 to see how much money schools got and use human resource data from 2013-14 through 2015-16 to see how they were using it. The study found that: (1) Middle schools and high schools had larger total general fund budgets and more per student spending than elementary schools; (2) Small schools had higher per student spending than non-small schools, even though their total general fund budgets were not different; (3) Schools with a higher proportion of economically disadvantaged students had larger total general fund budgets, while having slightly lower per student spending; and (4) Enrollment size was the best predictor of key personnel at a school, with larger schools being more likely to have assistant principals, counselors, nurses, and librarians.
Don&apos;t Stop Improving: Supporting Data-Driven Continuous Improvement in College Student Outcomes
Author: Dalal, Neha
Date: 2019-03-00
Type: Reports - Research
Subjects: Data Use,Educational Improvement,College Students,Outcomes of Education,Higher Education,Decision Making,Academic Achievement,Organizational Culture,Colleges,Universities,Evidence,Federal Government,State Government,Problems

Schools are increasingly finding ways to improve administrative decision-making and student success through data, experimentation, and evidence, but they face clear and persistent obstacles. This leads to a key question: how can colleges and universities best drive student success through data and evidence? To begin to answer this question, focus groups were conducted with community college leaders and in-depth interviews with representatives from three schools that are using data and evidence to improve student outcomes: Georgia State University, California State University at Sacramento (Sac State), and Indian River State College. Each of these colleges reported that data is not a panacea or a magic bullet, but a tool. While data facilitates many of the strategies colleges pursue to improve student success, the most crucial factor in determining improvement is a strong commitment of leadership and financial resources to a culture of continuous improvement. Based on the findings, this report outlines three key lessons for colleges and universities and three considerations for policymakers. [This brief was written with the assistance of Jessica Thompson, Beth Stein, Lindsay Ahlman, Debbie Cochrane, and James Kvaal.]
Casualties of College Debt: What Data Show and Experts Say about Who Defaults and Why
Author: Ahlman, Lindsay
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: College Students,Student Financial Aid,Debt (Financial),Loan Default,Loan Repayment,Financial Problems,Federal Aid,Grants,Private Financial Support,Need Analysis (Student Financial Aid),Income

&quot;Casualties of College Debt&quot; uses the latest federal data on delinquency and default to better understand who student loan defaulters are, explores key themes of who defaults and why that emerged across over 20 in-depth conversations with a diverse group of experts, and lifts up the lived experience of default through voices of borrowers themselves. The report includes recommendations for policymakers to reduce financial hardship during repayment and keep borrowers out of default, and identifies priority areas for further study and action to reduce default. [This report was written with the assistance of Veronica Gonzalez.]
Consumer Information in Higher Education
Author: Robertson, Brett
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Consumer Economics,Information Dissemination,Credibility,College Choice,Student Financial Aid,Communication Strategies,Web Sites,Disclosure,Information Sources,Best Practices,Decision Making,Scheduling,Education Work Relationship,Institutional Characteristics,Access to Information,Federal Aid,Grants,Compliance (Legal)

College choices are among the most consequential decisions individuals make in their lifetimes. Students are entitled to information that meets five principles: simple, salient, comparable, timely, and trusted. &quot;Consumer Information in Higher Education&quot; describes how research informs these five key principles and recommends improvements to three key consumer information tools in higher education: financial aid offer communications, the gainful employment disclosure template, and the College Scorecard website. [This report was written with the assistance of Lindsay Ahlman, Debbie Cochrane, Neha Dalal, and Veronica Gonzalez.]
Inequitable Funding, Inequitable Results: Racial Disparities at Public Colleges
Author: Institute for College Access & Success
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Financial Support,Educational Policy,Educational Equity (Finance),Racial Bias,Disproportionate Representation,Public Colleges,Racial Differences,Institutional Characteristics,Resource Allocation,Graduation Rate,Enrollment,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,State Aid

This issue brief demonstrates the racial consequences of inequitable state higher education funding, and recommends steps state and federal policymakers should take to remedy inequities in college funding.
Examining Family-School Engagement in a Randomized Controlled Trial of the Family Check-Up
Author: Garbacz, S. Andrew
Date: 2019-00-00
Type: Reports - Research
Subjects: Family School Relationship,Parent Child Relationship,Home Visits,Randomized Controlled Trials,Caregiver Child Relationship,Kindergarten,Young Children,Child Behavior,Parenting Styles,Intervention,Program Effectiveness,Caregivers,Family Involvement

The impact of the Family Check-Up (FCU) on family-school engagement was tested in a randomized, controlled trial. Participants were primary caregivers of 321 children. Approximately 87% of families randomly assigned to the intervention agreed to participate and received the intervention. Caregivers in the FCU condition outperformed caregivers in the school-as-usual condition on family-school engagement at home. In addition to outcomes, implementation of the FCU during kindergarten was examined, including family participation in the FCU, dosage, consumer satisfaction, and content of the follow-up sessions when delivered by FCU therapists. Children's baseline behavior and caregiver perception of the FCU significantly predicted participation in the FCU. Implications for family-centered interventions are discussed. [This paper was published in &quot;School Psychology&quot; v34 p433-443 2019 (EJ1221794).]
Institute of Education Sciences Director&apos;s Biennial Report to Congress, Fiscal Years 2017 and 2018
Author: Institute of Education Sciences (ED)
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Educational Research,Grants,Financial Support,Institutional Mission,Information Dissemination,Educational Improvement,Standards,Quality Assurance,Best Practices,Research Methodology,Peer Evaluation,Networks,Professional Development,Data Collection,Data Analysis,Educational Assessment,National Competency Tests,Achievement Tests,Foreign Countries,Grade 4,Reading Achievement,International Assessment,Reading Tests,Secondary School Students,Teacher Surveys,Administrator Surveys,Students with Disabilities,Special Education,Program Evaluation,Curriculum,Contracts

IES is the primary research, evaluation, and statistics arm of the U.S. Department of Education. Established through the Education Sciences Reform Act of 2002 (ESRA), the Institute's mission is to expand fundamental knowledge and understanding of education and to provide education leaders and practitioners, parents and students, researchers, and the general public with unbiased, reliable, and useful information about the condition and progress of education in the United States. This work examines and informs education policies, programs, and practices aimed at improving learning, achievement, and equitable access to educational opportunities. ESRA requires the director to transmit a biennial report to the President, the Secretary of Education, and Congress that includes: (1) A description of the activities carried out by and through the centers during the prior fiscal years; (2) A summary of each grant, contract, and cooperative agreement in excess of $100,000 funded through the centers during the prior fiscal years, including, at a minimum, the amount, recipient, and purpose of the award, and the relationship, if any, to the priorities and mission of IES; (3) A description of how the activities of the centers are consistent with the principles of scientifically valid research and the priorities and mission of IES; and (4) Such additional comments, recommendations, and materials as the director considers appropriate. This report covers FY 17-18, emphasizing the more recent efforts of Director Schneider and commissioners appointed later in the reporting period.
Dire Disparities: Patterns of Racially Inequitable Funding and Student Success in Public Postsecondary Education
Author: Ahlman, Lindsay
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Public Colleges,Educational Trends,Race,Educational Attainment,Academic Degrees,Minority Group Students,Disproportionate Representation,Educational Equity (Finance),State Aid,Community Colleges,Economic Climate,Economic Impact,Tuition,Paying for College,Graduation Rate,Enrollment Rate,Success

College plays a critical role in providing opportunities for economic mobility, yet degree attainment by race is inequitable. Currently, more than half of young white adults hold at least a two-year college degree, compared to 37 percent of Black young adults. Less than a third of Hispanic, American Indian, and Hawaiian or Pacific Islander young adults have at least a two-year college degree. Underrepresented students of color disproportionately attend public colleges and universities that have less money to spend supporting them, and where success rates are low. Community colleges serve the highest shares of underrepresented students of color and have just a fraction of the state support and tuition revenue available to other colleges. This report examines how changes in core education revenue (state and local appropriations, and tuition) between 2006 and 2016 -- the years during and following the Great Recession -- impact disparities in resources across public colleges and universities and the underrepresented students of color who enroll in them. [This report received key project support from Debbie Cochrane and Veronica Gonzalez.]
Bittersweet Relief: Strengthening California&apos;s Tuition Recovery Fund to Better Support Students
Author: Zinner, Noah
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Tuition,State Aid,Private Education,Fees,School Closing,Postsecondary Education,Educational Opportunities,Financial Support,Educational History,Student Financial Aid,Loan Repayment,Program Descriptions,Educational Policy,Student Attitudes,State Government,Legal Aid,State Legislation,Barriers,Educational Attainment,Technical Education,Eligibility,Reputation,Institutional Characteristics,Role,Legal Problems,Court Litigation,Student Records

Students suffer extreme hardship when their postsecondary education is interrupted or significantly devalued by school closure or misconduct. Private postsecondary education in particular can cost tens of thousands of dollars in tuition, fees, equipment, and required materials. These considerable expenses constitute only part of the economic harm experienced by students of failed schools, who must also pay for housing, transportation, childcare, healthcare, and other basic needs that allow them to attend school. Students attending school to improve their future opportunities regularly forgo employment to pursue their studies and may exhaust financial assistance such as grants or fellowships on a failed education, putting legitimate educational opportunities out of reach. California's Student Tuition Recovery Fund (STRF) is a state-managed fund intended to relieve or mitigate the financial distress suffered by students who enrolled in private postsecondary institutions that close or commit misconduct. STRF is administered by the Bureau for Private Postsecondary Education (BPPE) and is available to students who were California residents at the time that they enrolled in an institution licensed by BPPE. This report examines the history of STRF and student loan forgiveness programs, describes the impact of school closures on students, and provides policy recommendations informed by student testimony and interviews conducted with legal aid providers and state government representatives.
2018 College Equity Report: Measuring Gaps in Educational Opportunity
Author: Indiana Commission for Higher Education
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: College Students,Equal Education,Achievement Gap,Educational Indicators,Prior Learning,Academic Achievement,Enrollment Rate,Graduation Rate,Demography,Sex,Race,Ethnicity,Socioeconomic Status,Rural Schools,Urban Schools

Population projections indicate that Indiana is to become increasingly more diverse in upcoming years, and these demographic changes are already reflected in Indiana's high school graduate pipeline. For the purpose of this report, &quot;equity&quot; refers to the idea that a student's social circumstances should not dictate his or her chance of academic success. Equity is measured by observing areas where it does not exist -- gaps between students with different backgrounds. These gaps are known as &quot;achievement gaps.&quot; To measure equity, this report takes a look at five achievement gap indicators, while focusing on four demographic populations. Achievement gap indicators include: (1) Pre-College Success; (2) College-Going Rates; (3) Early Success in College; (4) On-Time College Graduation Rates; and (5) Extended College Graduation Rates. Demographic populations include: (1) Gender; (2) Race/Ethnicity; (3) Socioeconomic Status; and (4) Rural/Non-Rural Classification.