ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethiopian Early Grade Mathematics Curriculum Organization
Author: Tesfaye, Aynalem
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Instruction,Educational Quality,Foreign Countries,Teaching Methods,Instructional Materials,Content Analysis,Instructional Material Evaluation,Course Descriptions,Visual Aids,Material Development,Curriculum Development,Elementary School Mathematics,Mathematics Teachers,Teacher Attitudes

Early grade education is basic and necessary for preparing students for their future education and life. Therefore, paying attention for early grade mathematics education has a multidirectional contribution to the quality of education in a country. This study investigated Ethiopian early grade mathematics curriculum organization in relation to its responsiveness to children learning progression. In this study a qualitative research approach was employed. 4 early grade mathematics teachers participated in evaluating the early grade mathematics curriculum (minimum learning competency (MLC) document, syllabus, and flowchart document). In addition, two educational experts at the regional education bureau and the Ministry of Education (MoE) participated in the study. The data were collected through interview and document analysis by using content analysis protocol developed by adapting the national guideline for preparing and evaluating teaching-learning materials (Taye, 2011), mathematics content analysis (Aggarwal, 2009; Hashmi, Hussain, &amp; Shoaib, 2018), and learning progression responsive curriculum (Bristow &amp; Patrick, 2014; Council, 2007; Duschl, Maeng, &amp; Sezen, 2011; Popham, 2007; Sáez, Lai, &amp; Tindal, 2013; Simon, 1995; Wilson &amp; Bertenthal, 2005). The study revealed that there are considerable gaps in the early grade mathematics curriculum in relation to responding to children learning progression at the level. The study recommends special focus to be given for children learning progression and alignment of curricular materials when developing early grade mathematics curriculum. The study further suggested developing a learning progression document, based on research evidence that can be used as a guide for the textbook and other curricular materials development.
English as a Second Language Student Performance Report, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-10-18
Type: Reports - Research
Subjects: Second Language Instruction,Second Language Learning,English Language Learners,School Districts,Language Minorities,Elementary School Students,Secondary School Students,Language Proficiency,Language Tests,Academic Achievement,Standardized Tests,Enrollment,Reading Achievement,Mathematics Achievement,Writing Achievement,Social Studies,Science Achievement,English (Second Language)

The Houston Independent School District (HISD) offers two English as a second language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Learners, or ELs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day while remaining in a mainstream instructional arrangement in the other content areas. The purpose of this report is to provide program staff with a detailed examination of ELs enrolled in the district's ESL programs. The report includes data concerning the number of students enrolled in ESL, as well as information on their academic progress in English State of Texas Assessments of Academic Readiness (STAAR) and STAAR End-of-Course (EOC) exams, and level of Texas English Language Proficiency Assessment System (TELPAS).
Pre-Exit English Learner Student Performance English STAAR and TELPAS, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-10-18
Type: Reports - Research
Subjects: School Districts,Bilingual Education,English Language Learners,Elementary School Students,Transitional Programs,Spanish,English,Language of Instruction,Academic Achievement,Scores,Reading Achievement,Mathematics Achievement,Writing Achievement,Social Studies,Science Achievement,Language Tests,Standardized Tests

The Houston Independent School District offers two primary bilingual programs (transitional and dual language) for Spanish-speaking English learners (ELs). The relative amount of instruction in each language depends on both program and grade level. Students in the transitional bilingual program have the option of entering a &quot;pre-exit phase&quot; or &quot;strand&quot; in grades 3 through 5 as long as certain criteria are met. In this phase, English instruction is emphasized while introduction and reinforcement of new concepts are done in the primary language. This report summarizes data from ELs who are in the pre-exit phase of the district's Transitional Bilingual Program (grades 3 through 5) in 2020-2021.
Texas Policies for Reconnecting Opportunity Youth in Back on Track Pathways
Author: Allen, Lili
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Evidence Based Practice,Youth Programs,Youth Employment,Postsecondary Education,Access to Education,Transitional Programs,At Risk Students,High School Equivalency Programs,Correctional Education,Dual Enrollment,Career Education,Grants,COVID-19,Pandemics,Job Skills

Texas has long been an innovator in policies, systems, and practices to ensure that young adults from low-income backgrounds are prepared for postsecondary education and careers. Today, the COVID-19 pandemic and ensuing economic crisis have cast a harsh light on the importance of reengaging young adults who are disconnected from school and work and putting them on a path to success. This population, known as &quot;opportunity youth,&quot; is so named based on the promise they hold for society as a whole and for themselves and their families. Their numbers grew dramatically in 2020, and that rise calls for bold action. This paper provides a starting point for movement on Texas state policies that can be built upon, strengthened, and/or implemented. Jobs for the Future brings its evidence-based Back on Track model to this work, helping schools and programs implement proven practices to boost the success of opportunity youth. Evaluations have shown strong evidence that Back on Track improves postsecondary enrollment and completion by opportunity youth.
Investigating Current Performance Trends and Academic Persistence from Prekindergarten to First Grade of HISD HIPPY Students, 2020-2021. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2021-09-30
Type: Reports - Research
Subjects: Educational Trends,Academic Persistence,Preschool Education,Grade 1,Home Instruction,Parent Participation,Preschool Children,Delivery Systems,Blended Learning,Scores,Achievement Tests,Standardized Tests,Language Tests,Effect Size,School Readiness,Hispanic American Students,At Risk Students,African American Students,White Students,Enrollment Trends,School Districts

Despite the coronavirus pandemic, HIPPY expanded geographically to provide services to parents of 601 children zoned to 114 elementary schools during the 2020--2021 academic year, compared to 105 schools during the previous year. Commencing in March 2020, the program was consistently delivered using a hybrid format (face-to-face and virtual), with the majority of parents completing the 30-week program in 26 weeks. The long-term effect of the program was demonstrated through survival analyses, estimating that HIPPY students successively persisted from prekindergarten to first grade at a higher rate compared to Non-HIPPY students. Other notable findings were that HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the winter 2020 administration of the English language Iowa reading and mathematics subtests compared to the district, attained comparable Spanish language arts, and higher Spanish language mathematics scores than the district. Substantial increases were observed relative to the percentage of HIPPY prekindergarten students who met benchmarks from beginning-of-year (baseline) to end-of-year on all CIRCLE Spanish literacy and mathematics assessments, and English mathematics assessments; demonstrating students' greater ability to identify letters in the alphabet, expressive vocabulary skills, understanding sounds, and early mathematical skills. Effect size analyses based on Bracken assessment results estimated a large impact of HIPPY on school readiness. Paired t-test analyses using PICCOLO revealed statistically significant increases in parents' perceptions of their parenting skills in the areas of Teaching, Responsiveness, and Encouragement from pre- to post-assessments. The ASQ highlighted substantial decreases in the percentage of parents who were concerned about their child's developmental progress over the year. With strong academic, social-emotional, and family support during preschool years, academic benefits for HIPPY children was evident during their primary years of schooling.
Dismantling Dire Disparities: A Closer Look at Racially Inequitable Funding at Public Four-Year Colleges and Universities
Author: Schak, J. Oliver
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Public Colleges,Educational Equity (Finance),Racial Discrimination,Minority Group Students,Community Colleges,Black Colleges,Minority Serving Institutions,Hispanic American Students,African American Students,State Aid

&quot;Dismantling Dire Disparities: A Closer Look at Racially Inequitable Funding at Public Four-Year Colleges and Universities&quot; examines funding and resource patterns from the Great Recession to the peak of the economic recovery (2006 to 2018), and takes a deep dive into the public four-year colleges that disproportionately enroll and graduate BIPOC students. Inadequate and inequitable funding persisted at public colleges and universities during the 12-year period, especially for community colleges, Historically Black Colleges and Universities (HBCUs), and other Minority-Serving Institutions (MSIs) that primarily educate Black and Latina/o students. [This report was written with key support from Nancy Wong.]
School Instruction in Pennsylvania during the COVID-19 Pandemic. Education Research Brief
Author: Lipscomb, Stephen
Date: 2021-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teaching Methods,School Closing,Online Courses,Distance Education,Blended Learning,Elementary Secondary Education,Delivery Systems,Synchronous Communication,Students with Disabilities,At Risk Students,Barriers,Access to Computers,Urban Areas,Suburbs,Rural Areas,Disease Control,Student Needs,Well Being

The COVID-19 pandemic put unprecedented pressure on Pennsylvania schools to find new ways of educating students amid a worldwide health crisis. Terms like remote learning and hybrid learning became part of everyday language as local education agencies (LEAs) across the Commonwealth implemented different approaches to safely deliver instruction and support students' needs. This research brief describes how Pennsylvania LEAs (school districts and charter schools for purposes of this research) responded to public health and other challenges during the 2020--2021 school year.
Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-04-23
Type: Reports - Evaluative
Subjects: School Districts,Grades (Scholastic),COVID-19,Pandemics,Distance Education,Educational Trends,Graduation Requirements,Conventional Instruction,Academic Achievement,Race,Ethnicity,Racial Differences,Teaching Methods,Elementary School Students,English Language Learners,Academically Gifted,Special Education,Economically Disadvantaged,Language Arts,Mathematics,Sciences,Social Studies

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the 2019-2020 school year, through the 2020 summer school session, and through the first six week grading cycle of the 2020-2021 school year. All students began the school year remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. Students are living through the most disruptive school year of their lives because of the COVID-19 pandemic. They are required to learn at home online or wear masks in classrooms without the benefit of their usual social, sports, and artistic outlets. It is important to understand how students enrolled in HISD are performing academically this school year, both as compared to the prior school year and as compared to different student groups within the district. This report analyzes the grades earned by students in the first semesters of the 2019-2020 and the 2020-2021 school years by grade level, instructional mode (remote and face-to-face), race/ethnicity, and special populations including English learners, gifted/talented, special education, and economically disadvantaged students.
Teacher and Parent Perceptions of Training, Supports, and Learning Gains among HISD Students with Dyslexia, 2020-2021. Research Educational Program Report
Author: Graham, Georgia
Date: 2021-09-30
Type: Reports - Research
Subjects: Teacher Attitudes,Parent Attitudes,Dyslexia,Students with Disabilities,Reading Programs,Program Effectiveness,Achievement Gains,Reading Achievement,Parent Participation,Elementary School Students,Middle School Students,High School Students,Age Differences,Intervention,COVID-19,Pandemics,Parent Education,Reading Instruction,Faculty Development,Self Efficacy

Due in part to parent advocacy, Texas passed legislation and released guidelines to support identification and instruction for students with dyslexia, and their families. In alignment with state guidelines, since January 2020, the Houston Independent School District (HISD) implemented an additional instructional intervention using Reading by Design (RbD) and provided training to teachers and parents to improve the reading performance of students with dyslexia. A univariate analysis was conducted to explore the perception of parents and teachers, as well as the effectiveness of the Reading by Design (RbD) program on reading performance of students with dyslexia. A gain-based model was used to measure HISD students' gains in reading, calculated as the change in performance level from the beginning to the end of the 2020-2021 school year. Parents who found the process of attaining support for their child to be difficult were less likely to be involved in consultation with the school regarding their child's learning. On average, teachers reported a higher level of confidence in their ability to identify and support students with dyslexia at the elementary school level compared to middle and high school. When examined at the elementary, middle, and high school levels, RbD results showed gains in the reading performance of elementary students where teachers used a pull-out model and less so for middle and high school students where teachers used a course-based intervention model. For elementary school teachers who used RbD, 24.4 percent of their students with dyslexia had higher reading performance compared to 15.7 percent of their peers at campuses where teachers reported not using an intervention. A higher percentage of elementary school students with dyslexia who received the RbD intervention and who did not meet the Approaches Grade Level standard in pre-intervention reading (2019 STAAR) met the standard on the STAAR 2021 reading assessment.
Evidence-Based College Completion Programs at Four-Year Postsecondary Institutions
Author: The Institute for College Access & Success (TICAS)
Date: 2021-09-01
Type: Reports - Descriptive
Subjects: College Programs,Graduation,Evidence Based Practice,Public Colleges,Academic Persistence,Graduation Rate,Education Work Relationship,Low Income Students,First Generation College Students,Minority Group Students,Undergraduate Students

TICAS' [The Institute for College Access &amp; Success'] latest fact sheet provides five proven examples of evidence-based college completion programs at four-year public institutions that increase persistence, graduation rates, and student earnings upon graduation for low-income, first-generation, and students of color.
Comprehensive Approaches to Student Success: Community of Practice Research and Equity Agenda
Author: Fung, Ana
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Success,Communities of Practice,Educational Research,College Attendance,Academic Persistence,College Credits,Graduation Rate,College Transfer Students,At Risk Students,Low Income Students,Minority Group Students,Academic Support Services,Student Personnel Services,Wages,Outcomes of Education,Community Colleges,Two Year College Students,Associate Degrees,Females,Racial Differences,Ethnicity,High Schools,Educational Counseling,Academic Advising,Equal Education,Grade Point Average,First Generation College Students,Program Effectiveness,Program Implementation,Fidelity,Well Being

The growing cost of college is one of the most significant barriers to completion. However, research shows that frequent, intensive advising, combined with financial and other support, can make a tremendous difference in helping students complete. For two years, TICAS has worked with a group of rigorously evaluated organizations across the country that provide these comprehensive approaches to student success, or CASS, by connecting students with counselors and advisors to foster personal relationships and building a customized suite of support. Along with research partners MDRC and the Wilson Sheehan Lab for Economic Opportunities (LEO), TICAS convened these groups to better understand what it would take to reach all students who could benefit from these programs throughout the country. With this community of practice, TICAS created a research agenda identifying the research questions most pressing to answer at this moment in time and a framework for equity in the use of data.
Supporting Student Parent Recovery through State Policy: Lessons from Georgia, Texas, and Washington State. IWPR #C509
Author: White, Chaunté
Date: 2021-11-00
Type: Reports - Research
Subjects: State Policy,College Students,Parents,COVID-19,Pandemics,Access to Education,Outcomes of Education,Minority Group Students,Mothers,Community Colleges,Child Care,Federal Aid,Federal Legislation,Financial Support,Reentry Workers,Job Training,Poverty Programs,Student Personnel Services,Data Collection

Higher education is essential to accessing high-demand jobs with family-supporting wages and improving family financial wellbeing. This was true before the COVID-19 pandemic and is especially true now as the nation continues the process of recovering from one of the worst public health, economic, and social crises in modern U.S. history. To achieve recovery goals, states will need to invest in systemic reform that aims to increase affordable postsecondary opportunities and better service provision for student parents across higher education and workforce sectors. This briefing paper provides insight into some of the policy actions states have taken, both prior to and during the pandemic, that could promote the systemic change needed to increase access to educational opportunities and improve outcomes for student parents. It focuses on three states--Georgia, Texas, and Washington--to describe new and existing policies that impact student parents' access to postsecondary opportunities and supports needed for pandemic recovery and long-run economic stability. This brief highlights how applying a student parent lens to policy and decision-making at the state level could benefit recovery among current and prospective student parent families, providing concrete examples from the three states examined. It aims to equip advocates and state policy leaders with information needed to design strategic investments that will promote parents' access to education, accelerate economic recovery, and improve the wellbeing of families. [This brief was written with support from Susana Contreras-Mendez.]
Promoting Social and Behavioral Success for Learning in Elementary Schools: Introduction to Recommendations
Author: 2M Research
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Elementary School Students,Classroom Techniques,Intervention,Prosocial Behavior,Behavior Change,Students with Disabilities,At Risk Students,Special Education,Outcomes of Education,Evidence Based Practice,Prevention,Educational Practices,Fidelity,Behavior Problems,Guidance,Barriers

Recent research has demonstrated that educators and students succeed when students are present, engaged, socially secure, and academically successful. These practice recommendations draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as having disabilities or who are at risk of identification for special education services. Moreover, these recommendations are based on research on promising interventions that show evidence of improved outcomes for student behavior, educator classroom management, and school environment. This report offers elementary educators, administrators, qualified related service providers, and qualified school-based mental health practitioners five specific recommendations for prevention-focused practices that promote prosocial student behavior and related outcomes. [For &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Systematic Review Protocol. Version 3.0. Revised,&quot; see ED617406. For &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents,&quot; see ED617775.]
Class of 2020 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Addison, Kecia L.
Date: 2021-04-15
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Achievement Tests,Public Schools,High School Graduates,Scores,Hispanic American Students,Asian American Students,White Students,Low Income Students,High Schools,College Readiness,African American Students,Limited English Speaking,Special Education

This memorandum provides information pertinent to the participation and performance of Advanced Placement (AP) and International Baccalaureate (IB) examinations for 2020 graduates in Montgomery County Public Schools (MCPS). In 2020, 66.6 percent of MCPS graduates took one or more AP exams, a rate that was 20.8 and 28.3 percentage points higher than the rate for public school graduates in Maryland (45.8 percent) and the nation (38.3 percent), respectively. Districtwide, 52.3 percent of the 2020 MCPS graduates earned at least one AP exam score of 3 or higher, while 31.5 percent of the public school graduates in the state of Maryland and 24.4 percent of the national graduates in public schools attained an AP score of 3 or higher. [This memorandum was co-prepared by the Office of Teaching, Learning, and Schools. For &quot;Class of 2019 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED603731.]