ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of Private Schools&apos; Title I Activities, under AISD&apos;s Oversight, 2004-2006. Publication Number 07.27
Author: Washington, Wanda
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Private Schools,Program Descriptions,Student Characteristics,Staff Development,Parent Participation,Federal Aid,Low Income Students,Academic Achievement

This interim report summarizes NCLB Title I Part A funded services that support eligible students and staff at participating private non-profit schools in the Austin Independent School District's (AISD) attendance zone between 2004 and 2006. AISD as the fiscal agent of Title I funds is responsible for oversight and management of these funds as they are used to provide services to eligible students and staff at these participating private non-profit schools.
A Brief Look at Early School Start Times
Author: Scrimgeour, Meghan
Date: 2021-06-00
Type: Information Analyses
Subjects: Secondary Schools,Secondary School Students,School Schedules,Sleep,Outcomes of Education,Physical Health,Mental Health,Fatigue (Biology),Economically Disadvantaged

This literature review is intended to provide an overview of the current research literature on the effects of early secondary school start times on student outcomes and to help inform decisions regarding options for future Wake County Public School System (WCPSS) start times. Even though research shows that getting sufficient sleep is critical for all students, sleep deprivation is prevalent among American adolescents. Early school start times are one of the primary hurdles secondary students face to getting enough sleep. As states and districts across the country deliberate adjusting school start times, current research suggests that pushing back secondary school start times (i.e., starting later) is an effective counter measure to combat sleep deprivation and to positively impact students' sleep patterns, physical and mental health, safety, and academic outcomes.
English Language Learners&apos; Risk of Dropping Out of School, 2006-2007 9th-Grade Cohort. DPE Publication Number: 09.84 RB
Author: Brunner, Josie
Date: 2011-02-00
Type: Reports - Research
Subjects: Language Tests,At Risk Students,Dropouts,Predictor Variables,Low Income Students,Grade 9,Age Differences,Scores,Language Proficiency,English Language Learners,English (Second Language),Second Language Learning,School Districts,Student Characteristics,Attendance,Discipline,Academic Failure,Mathematics,Lunch Programs,High School Students,Immigrants,Spanish,Native Language,Reading Tests

Ninth-grade predictors of dropout risk among Austin Independent School District's English language learner students included the following: having an attendance rate below 90%, being 16 years or older, earning less than 5 course credits, attending a Title I campus and scoring beginning or intermediate on the state's English proficiency assessment (TELPAS) in reading.
Midyear Report on Austin ISD&apos;s American Recovery and Reinvestment Act Individuals with Disabilities Education Act (ARRA IDEA) for 2009-2010. Publication 09.23
Author: Doolittle, Martha
Date: 2010-04-11
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Aid,Educational Legislation,Equal Education,Students with Disabilities,Expenditures,Job Development,Program Implementation,Program Evaluation

This report summarizes project results midyear during the 2009-2010 school year for Austin Independent School District's $17 million federal American Recovery and Reinvestment Act, Individuals with Disabilities Education Act (ARRA IDEA) grant.
2009 ACT and SAT Test Results. DPE Publication 09.03
Author: Doolittle, M.
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Student Participation,High School Students,Racial Differences,Mathematics Achievement,Writing Achievement,Reading Achievement,Science Achievement,Trend Analysis

Austin Independent School District students scored above the Texas state SAT average in each subject and above the national average in mathematics, but showed decreases for SAT participation and performance. ACT performance and participation both increased over time.
A Summary of AISD&apos;s Title I Summer School Activities, 2006-2007. Publication Number 07.22
Author: Washington, Wanda
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Summer Schools,At Risk Students,Elementary Secondary Education,Educational Legislation,Federal Legislation,Elementary Schools,Middle Schools,High Schools,Summer Programs,Attendance,Student Promotion,Grade Repetition,Principals,School Districts,Educational Administration,Curriculum,Planning,Instruction,Administrator Role,Teacher Attitudes,Administrator Attitudes,Program Effectiveness,Parent Participation,Faculty Development

This report summarizes results from the 2007 Austin Independent School District summer school program at those Title I schools that provided summer services to students who did not attend other district summer school programs.
A Summary of AISD&apos;s Optional Extended Year Program Activities, 2006-2007. Publication Number 06.41
Author: Washington, Wanda
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Extended School Year,Elementary Secondary Education,At Risk Students,Extended School Day,Acceleration (Education),Reading Instruction,Mathematics Instruction,Language Arts,Science Instruction,Technology Uses in Education,Problem Solving,Parent Participation,Interdisciplinary Approach,Mentors,English (Second Language),Readiness,Principals,Faculty Development,Student Promotion,Grade Repetition,Program Effectiveness,Summer Schools

This report summarizes Austin ISD's state-funded Optional Extended Year Program activities for the 2006-2007 school year.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2008-2009. Publication Number 08.72
Author: Washington, Wanda
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Delinquency,School Districts,Correctional Institutions,Educational Facilities,Educational Finance,Professional Development,Foster Care,Residential Institutions,Equivalency Tests,High School Equivalency Programs

This report summarizes 2008-2009 data for facilities serving neglected or delinquent youth within Austin Independent School Disrict's attendance zones that used federal Title I funds.
English Learner Education in Minnesota. 2020-21 Report
Author: Minnesota Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),English Language Learners,At Risk Students,Language Proficiency,Cultural Influences,Multilingualism,Refugees,Immigrants,Educational Legislation,Elementary Secondary Education,Federal Legislation,Civil Rights Legislation,Court Litigation,COVID-19,Pandemics,Academic Standards,State Aid,Federal Aid,Educational Finance,Enrollment Trends,Special Education,Graduation Rate

The Minnesota Department of Education (MDE) ensures educational equity for multilingual learners through supporting school districts and charter schools to develop, implement and evaluate research-based language instruction education programs so that multilingual learners, including students with English learner status, attain academic language proficiency and achieve state academic content standards. This report contains information regarding English learner demographics and achievement. In addition to including statutory and regulatory references pertaining to English learners, it also reports on available funding. It describes the Minnesota Department of Education's (MDE) support of local education agencies (LEAs) in implementing effective language instruction educational programs to ensure ELs are able to reach their academic potential. Additionally, it reports information about state and federal funds available to support ELs in Minnesota. [For the Fall 2019 report, see ED608456.]
Bilingual and English as a Second Language Academic Performance Executive Summary, 2018-2019. DRE Publication 18.41
Author: Jensen, Mishan
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,School Districts,English Language Learners,Advanced Placement,Standardized Tests,Achievement Tests,Second Language Programs,Dropouts,Dropout Rate,Graduation Rate,Learning Readiness,Bilingual Education Programs

This executive summary report summarizes the academic performance of students in the Austin Independent School District's bilingual and English as a second language programs during 2018-2019. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, as well as graduation and dropout rates are summarized. A separate full report also was published. [For the full report, see ED618954.]
Kindergarten and First Grade Assessment Results by English Language Learner Status, 2009-2010, Research Brief. DPE Publication No. 09.60 RB
Author: Brunner, Josie
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Kindergarten,Grade 1,Student Evaluation,English Language Learners,Scores,Reading Tests,English,Spanish,Screening Tests,Criterion Referenced Tests,Language Proficiency

On average, Austin Independent School District kindergarten English learner students (ELs) had lower scores on two types of early reading assessments (English, Spanish) at the end of the 2009-2010 school year than did non-ELs. For first graders, no significant difference was found between Spanish-speaking ELs and non-ELs on the test.
A Summary of August-December 2008 Parent Activities Reported by Campus Parent Support Staff. Publication Number 08.22
Author: Washington, Wanda
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: School Districts,Parent Participation,Attendance,Home Visits,Dropout Prevention,At Risk Students,School Activities

This report includes Austin Independent School District campus data submitted as of February 16, 2009 and provides a summary of reported parent attendance at activities from August through December 2008, data regarding home visits (a new item added to the interim report), and the number of parents served during this period through IMPACT follow-up services to families of at-risk children.
Landscape of Teacher Preparation Programs and Teacher Candidates. Evaluating and Improving Teacher Preparation Programs
Author: Wilson, Suzanne M.
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Program Evaluation,Program Improvement,Preservice Teachers,College Applicants,Teacher Certification,Teacher Recruitment,Teacher Supply and Demand,Gender Differences,Racial Differences,Socioeconomic Status,Academic Ability,Teacher Motivation,Teacher Salaries,Teaching (Occupation),Vocational Interests

In the 2018-2019 academic year, more than 560,000 prospective teachers attended more than 21,500 teacher preparation programs (TPPs) housed in more than 2,100 institutions in the United States. Some will either never complete their program or fail to seek or secure teaching positions, but the majority will, and they will become a substantial part of the future U.S. teacher workforce. But what is known about these teacher candidates? Who are they? Where do they come from? Why are they attracted to teaching? What factors shape enrollment and completion patterns across the diverse set of programs that constitutes our current system of teacher preparation? The answers to these questions are crucial to efforts designed to enhance the U.S. teacher workforce; local efforts to improve programs; state and national policies concerning teacher quality; and the collective understanding of how teacher supply and demand is both forged by and reflects economic, social, historical, and cultural trends. The purpose of this paper is to describe the current landscape of candidates applying to and enrolling in TPPs, and to summarize what is known about who pursues teacher certification. To this end, it examines (1) the large-scale data available on TPPs; and (2) culled additional data from historians' analyses of the teacher workforce, contemporary large-scale studies of TPPs, papers on local design and program histories, and case studies of particular programs as well as examining information on programmatic innovation in local contexts. Here the paper summarizes efforts--through programs and policies--to recruit new candidates to the teacher workforce.
Exploring the Comparability of Multiple-Choice and Constructed-Response Versions of Scenario-Based Assessment Tasks
Author: Herrmann-Abell, Cari F.
Date: 2022-03-29
Type: Speeches/Meeting Papers
Subjects: Multiple Choice Tests,Conditioning,Test Items,Item Response Theory,Vignettes,Difficulty Level,Student Evaluation,Scores,Persuasive Discourse,Test Format,Comparative Analysis

As implementation of the &quot;Next Generation Science Standards&quot; moves forward, there is a need for new assessments that can measure students' integrated three-dimensional science learning. The National Research Council has suggested that these assessments be multicomponent tasks that utilize a combination of item formats including constructed-response and multiple-choice. However, little guidance has been provided for determining the relative value or cost effectiveness of those two formats. In this study, students were randomly assigned assessment tasks that contained either a constructed-response or a multiple-choice version of an otherwise equivalent item. Rasch analysis was used to compare the difficulty of these items on the same construct scale. We found that the set of items formed a broad unidimensional scale, but the constructed-response versions were more difficult than their multiple-choice counterparts. This difficulty was found to be partially due to the increased writing demand and the reasoning element in the constructed-response rubric. Students were more likely to recognize a clearly reasoned argument in a multiple-choice item than they were to create that reasoning themselves and communicate it in writing. Our findings can help instrument developers select a set of items that balances the time and effort students must provide during testing and the time and effort scorers need to spend to evaluate and score students' responses. In cases where constructing a response is an essential part of the targeted understanding, as when the target learning goal is to be able to construct an argument or generate a model, CR items are needed, but in other cases, MC items may be more efficient.
Comparing Stakeholders&apos; Knowledge and Beliefs about Supporting Students&apos; Social, Emotional, and Behavioral Health in Schools
Author: Briesch, Amy M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Knowledge Level,Beliefs,Access to Health Care,School Health Services,Mental Health,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,School Personnel,Attitudes,Social Development,Emotional Development,Behavior Problems,Screening Tests,At Risk Students

Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students' social, emotional, and behavioral needs. However, recent data suggest that few schools in the United States are taking such proactive approaches. Given that implementation of school-based programs is determined by a complex interplay of influences at multiple levels (i.e. individual, innovation, environment), more research is needed to understand the perceptions of stakeholders representing each of these unique levels. The purpose of this study was therefore to compare stakeholders' knowledge, beliefs, and opinions regarding school-based approaches to identifying and supporting students at risk for SEB challenges. Survey responses were obtained from district administrators, school building administrators, school support staff, teachers, and parents within 1330 school districts across the United States. Although some differences across groups were noted, patterns generally supported that stakeholders (a) reported being knowledgeable about social, emotional, and behavioral problems and the school-based approaches to identifying and assessing them, (b) believed that student social, emotional, and behavioral problems should be a prioritized concern and identified using screening procedures, and (c) perceived moderate amounts of pressure to change social, emotional, and behavioral screening practices from different sources in their communities. In addition, respondents across stakeholder groups reported consistently strong agreement that screening should be used to proactively identify not only which students are exhibiting internalizing/externalizing problems, but also which students possess various risk and resilience factors. [This paper was published in &quot;School Mental Health&quot; v12 p222-238 2022 (EJ1253721).]
Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed
Author: McPartlan, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Beliefs,Intelligence,Student Development,Sense of Community,Intervention,Psychology,Cost Effectiveness,College Freshmen,Disproportionate Representation,Minority Group Students,First Generation College Students,Low Income Students,Barriers,Academic Achievement,State Universities,Student Attitudes

In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations. Correlational analyses revealed no evidence that growth mindset or social belonging were barriers to academic success among targeted subgroups in our sample. Additionally, we found no evidence that underrepresented minority, first-generation, or low-income students substantially endorsed fixed mindset or belonging uncertainty measures at baseline. We discuss benefits of testing basic assumptions for interpreting null results, including choosing the most appropriate interventions, accurately identifying subgroups who face psychological barriers to academic success, and establishing &quot;redundancy thresholds&quot; at which messages do not need to be reinforced by interventions. [This article was published in &quot;AERA Open&quot; (EJ1280132).]
Using Teaching Performance Assessments for Program Evaluation and Improvement in Teacher Education. Evaluating and Improving Teacher Preparation Programs
Author: Peck, Charles A.
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Performance Based Assessment,Preservice Teachers,Teacher Evaluation,Program Evaluation,Program Improvement,Teacher Education Programs,Affordances,Test Validity,Generalizability Theory,Portfolios (Background Materials),Accountability,Standardized Tests,Teacher Certification,Program Implementation,State Policy

In this paper the authors examine the uses of teaching performance assessments (TPAs) as resources for learning, program evaluation, and improvement in teacher education. The authors begin by outlining their conceptual framing and related research questions about the uses of TPAs as resources for program evaluation and improvement. They describe some of the defining features and affordances of TPAs and consider how these measures engage traditional questions and concerns about the validity and generalizability of the findings they yield. The discussion then proceeds with a brief history of teaching portfolios, locally developed performance assessments, and standardized measures of teaching performance, noting how the purposes of these assessments have been shaped by the increasing emphasis on external accountability in public policy over recent decades. Using this historical account as context, the authors focus the main body of their review on the contemporary research literature related to the uses of standardized TPAs in preservice teacher education. They conclude the paper with a set of recommendations for policy, practice, and research aimed at evaluating and improving the uses of TPAs as resources for the improvement of teacher education.
Landscape of Teacher Preparation Program Evaluation Policies and Progress. Evaluating and Improving Teacher Preparation Programs
Author: Hood, Stafford L.
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Program Evaluation,Educational Quality,Accountability,Teacher Effectiveness,Educational Policy,Standard Setting,Evaluation Criteria,Equal Education,Social Justice,Access to Education,Predictive Measurement,Accreditation (Institutions)

The dialogue on what constitutes quality teacher preparation and how it should be assessed and evaluated is muddled. It begins neatly with a universal agreement and aspiration for quality teaching and enhanced PK-12 student achievement, then quickly scatters when there are attempts to define and weigh key components of academic excellence. Recognizing that accountability is key, particularly to the nation's citizens, what emerges is a host of public summative measures intended to satisfy everyone with basic information and data points that have too often failed to substantively move the needle toward improved practice and outcomes. Moreover, the evaluation of teacher preparation programs (TPPs) does not occur in a vacuum isolated from the broader accountability movement in education, particularly the intensity of its focus to hold teachers, schools, and districts accountable. This review reveals a multitude of issues that stifle useful evaluations, but the authors choose to focus on four key areas primed to leverage equitable TPP evaluation for future program improvement. First, the paper discusses the national and state policy authorities that establish large-scale TPP goals and incentives with the power to drive TPP designs and agenda. Second, the paper turns to prominent professional standards-setting organizations and other groups and individuals that are participants in the TPP evaluation sector with considerable influence on framing, creating metrics, and prioritizing what is deemed as fruitful areas for inquiry. Third, the paper discusses the impact of rapidly emerging models that require TPP evaluation criteria tailored for various approaches and standards to be useful to TPPs in their day-to-day work. Last, the paper discusses the critical need to re-examine all areas of TPP evaluation so that they capture and employ effective strategies addressing equity and social justice. The paper includes recommendations for improved alignment and consistency, timeliness and access, and equity, which may influence TPP evaluation in the future, as well as promising strategies for consideration.