ethanporcaro/eric-fulltext-meta huggingface dataset:
Complexities of the Self: Inner Work for Equity Leaders. Equity by Design
Author: Radd, Sharon I.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Racism,Social Justice,Inclusion,Leadership Responsibility,Leadership Styles,Social Influences,Cultural Influences,Self Concept,Individual Characteristics,Power Structure,Leadership Qualities

Since the murder of George Floyd in May 2020, more organizations have recognized a need to create more inclusive and antiracist environments. While anti-racism continues to be a highly contested value, for some, it has become an en vogue purpose. How do equity-focused school leaders, who are truly committed to constructing more justice-oriented and truly inclusive environments, distinguish themselves from those who claim to be anti-racist because it is the in thing to do? There are a myriad of relevant responses to that question, but one response that is underdeveloped in the research literature and in the field is the inner life of school leaders. While there has been an increase in attention to socialemotional learning (SEL) for students, and even for teachers, scant attention has been paid to the SEL needs and experiences of school leaders. The purpose of this brief is to address these gaps in a way that supports equity-focused leaders to reflect on their internal life; understand how that internal life intersects with their public equity leadership; and then offer grounding principles for beginning a practice of &quot;Conscious Praxis.&quot;
Exploring the Determinants of Senior High School Track Preference among Grade 10 Students: A Comprehensive Study
Author: Kilag, Osias Kit T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 10,Private Schools,Public Schools,Preferences,Track System (Education),Student Attitudes,Student Placement,Influences,Academic Achievement,Vocational Interests,Student Interests,Parent Influence,Vocational Education,Decision Making,Employment Opportunities,Peer Influence

This study aims to explore the determinants of senior high school (SHS) track preference among grade 10 students in the Philippines using a mixed-method approach. A total of 179 respondents from two private and four public schools in the division of Toledo City were selected through stratified random sampling. The study utilized an online questionnaire to gather quantitative data. The study found that the most significant factors influencing SHS track preference were academic performance, career prospects, personal interests, and parental influence. Students who performed well academically tended to choose the academic track, while those who struggled academically were more likely to choose the technical-vocational-livelihood (TVL) track. Career prospects played a crucial role in students' decision-making, as they were more likely to choose tracks that they believed would lead to better job opportunities. Personal interests and skills also influenced track preferences, with students opting for tracks that aligned with their hobbies and talents. Finally, parental influence played a vital role in students' decision-making, as parents often encouraged their children to pursue specific tracks. The study provides insights into the factors influencing SHS track preference among grade 10 students in the Philippines. The findings suggest that academic performance, career prospects, personal interests, and parental influence are critical factors in students' decision-making. The study's results could inform policy and program development aimed at improving SHS education and helping students make informed decisions about their future education and career paths.
Best Practices in Single Gender Education. DRE Report 11.09
Author: Ibanez, Natalia
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Single Sex Schools,Best Practices,Evidence Based Practice,Males,Educational Practices,Faculty Development,Instructional Program Divisions,Educational Objectives,Program Implementation,Educational Strategies

Single gender schools are rapidly growing in the United States. Understanding the rationale behind these models and identifying best practices is a necessity. The following report presents research-based and hands-on strategies in all-boys settings.
AISD REACH: Mentoring Practice and Novice Teacher Outcomes, 2010-2011. Publication 10.89
Author: Cornetto, Karen M.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Mentors,Beginning Teachers,Outcomes of Education,Beginning Teacher Induction,Disadvantaged Schools,Academic Achievement,Elementary School Teachers,Secondary School Teachers,Mathematics Achievement,Reading Achievement

This project combines qualitative and quantitative data to provide a comprehensive examination of mentoring practice in an attempt to understand the ways in which mentoring leads to positive outcomes for beginning teachers and their students in AISD during 2010-2011.
2011 New Teacher Induction Program (TIP) Training Survey Summary. DRE Publication 11.04 RB a
Author: Doolittle, Martha
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Beginning Teachers,Beginning Teacher Induction,Teacher Orientation,Teacher Attitudes,Work Environment,Program Effectiveness,Expectation,Curriculum,Elementary Secondary Education,Instruction,Laptop Computers,Student Evaluation

Most teachers attending the August 2011 new teacher training responded positively to survey questions about their district and campus orientation activities. Teachers also suggested topics for future training sessions. A separate supplemental report also was published that described survey results for the teacher trainers for this program. [For the supplemental report, see ED628625.]
2011 Teacher Induction Program (TIP) Teacher Trainer Survey Summary. DRE Publication 11.04 RB b
Author: Doolittle, Martha
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Beginning Teachers,Beginning Teacher Induction,Teacher Orientation,Teacher Attitudes,Program Effectiveness,Curriculum,Elementary Secondary Education,Instruction,Instructional Materials,Self Efficacy,Teacher Role,Access to Information

Teacher trainers provided guidance and instruction to newly hired AISD teachers in August 2011. When surveyed, most teacher trainers responded that the information and support they received to conduct training were of high or very high quality. A separate report also was published that summarizes survey results from the new teachers being trained. [For the summary report, see ED628624.]
Hawaii State Department of Education Data Book, 2022. 33rd Annual Report
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2023-02-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Public Schools,Private Schools,Enrollment,Students with Disabilities,Teacher Certification,Educational Finance,Financial Support,School Safety,Well Being,Educational Assessment,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Advanced Placement Programs,Institutional Characteristics,School Personnel,Budgets,Expenditures,Student Characteristics,Geographic Location,Teacher Characteristics,Wellness,Academic Achievement,Language Arts,Mathematics Achievement,Science Achievement,Reading Achievement

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of references and resources is provided. [For &quot;Hawaii Department of Education Data Book, 2021. 32nd Annual Report,&quot; see ED625498.]
2023 Annual Disability Statistics Compendium
Author: Paul, S.
Date: 2023-00-00
Type: Reports - Research
Subjects: Disabilities,Postsecondary Education,Employment Level,Students with Disabilities,Wages,Poverty,Health Insurance,Educational Attainment,Housing,Adults,High School Graduates,College Graduates,Incidence,Occupations,Family Environment,Veterans,Rural Areas,Health,Social Services,Vocational Rehabilitation,Public Policy,Voting,Industry

The &quot;Annual Disability Statistics Compendium&quot; and its complement, the &quot;Annual Disability Statistics Supplement&quot; (ED628631), are summaries of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. It is a compilation of data from multiple sources, such as the Social Security Administration, Veterans Benefits Administration, and frequently, the U.S. Census Bureau's American Community Survey, among others. A companion &quot;Annual Report&quot; (ED628657) is available, providing graphic representations of key findings. [For the 2021 Compendium, see ED620434.]
Charter Schools in Rural Areas
Author: Sheridan-McIver, Fiona
Date: 2023-04-25
Type: Reports - Descriptive
Subjects: Charter Schools,Rural Schools,Rural Areas,Enrollment Trends,Urban Schools,Suburban Schools,Municipalities,Geographic Location,Elementary Secondary Education,Student Characteristics,Institutional Characteristics,Barriers

A growing number of charter schools are serving rural communities. More than 320,000 students are enrolled in rural charter schools across the United States. Due to a smaller population and geographic isolation, charter schools in rural areas face many challenges. The autonomy and flexibility of the charter school model can help mitigate some of the challenges and offer a lifeline to strengthen small communities. The full report dives into the current landscape of charter schools, challenges and opportunities, and the overall impact of charter schools in rural communities.
The Charter Schools Program: 2023 Impact Report
Author: National Alliance for Public Charter Schools
Date: 2023-05-09
Type: Reports - Descriptive
Subjects: Charter Schools,Federal Programs,Federal Aid,Program Effectiveness,Public Schools,Elementary Secondary Education,Expenditures,Outcomes of Education,Educational Quality,Minority Group Students,Accountability,Educational Finance

The Charter Schools Program (CSP) is the nation's only source of dedicated federal funding to support the creation, expansion, and replication of public charter schools. Since FY2019, the CSP has been flat funded at $440 million. The CSP amounts to less than 1% of federal spending on K-12 education, however, it has a substantial impact on the communities where charter schools operate. Our 2023 CSP annual report breaks down how the program works and ways school leaders are using the funds. [For the 2022 report, see ED625565.]
2023 Annual Disability Statistics Supplement
Author: Paul, S.
Date: 2023-00-00
Type: Reports - Research
Subjects: Disabilities,Employment Level,Wages,Poverty,Health Insurance,Housing,Adults,Incidence,Occupations,Family Environment,Veterans,Rural Areas,Health,Social Services,Vocational Rehabilitation,Public Policy,Voting,Industry

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium&quot; (ED628628). The &quot;Supplement&quot; presents statistics on the same topics as the Compendium with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the Supplement, a companion &quot;Annual Report&quot; (ED628657) is available, providing graphic representations of key findings. [For the 2021 Supplement, see ED620436.]
Hispanic Higher Education and Hispanic-Serving Institutions (HSIs). 2023 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU), Office of Policy Analysis and Information (OPAI)
Date: 2023-03-15
Type: Reports - Descriptive
Subjects: Hispanic American Students,Student Characteristics,Educational Attainment,Higher Education,Minority Serving Institutions,College Enrollment,Undergraduate Students,Demography,Geographic Location,Academic Degrees,Institutional Characteristics,Racial Composition

This fact sheet presents the following statistical information on Hispanic higher education and Hispanic-Serving Institutions (HSIs) from 2023: (1) Hispanic demographics; (2) Hispanic enrollment in higher education; and (3) Hispanic-Serving Institutions. A 2021-22 enrollment snapshot of Hispanic undergraduate students headcount and number of HSIs/EHSIs across the United States is included. [For the 2022 Fact Sheet, see ED620380.]
Focus Group Findings: Lessons Learned from Ann Richards School for Young Women Leaders. DRE Publication 11.07 RB
Author: Gossman, Ginger
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Single Sex Schools,School Districts,Institutional Mission,Curriculum Development,Educational Planning,Educational Objectives,Admission (School),Teacher Selection,Educational Development,Females,Womens Education,Models,Educational Cooperation

Findings from the July 2011 focus group with staff from the Ann Richards School for Young Women Leaders in AISD include recommendations for an additional single-sex school, recommended models, lessons learned, and challenges.
Summer Learning Guide 2023. Updated
Author: State of Hawaii Department of Education
Date: 2023-04-00
Type: Guides - Non-Classroom
Subjects: Summer Schools,Summer Programs,Transitional Programs,Program Design,Elementary Secondary Education,Online Courses,Remedial Instruction,Enrichment Activities,Kindergarten,Supplementary Education,Nontraditional Education,Extended School Year,English Language Learners,Students with Disabilities,College Readiness,Career Readiness,Vocational Education,Internship Programs,School Counseling,Intervention,School Libraries,Instructional Materials,School Health Services,Homeless People,School Safety,Health Programs,Student Transportation,School Personnel,Budgets,Access to Computers,School Counselors,School Social Workers,Data Collection

The Hawai'i State Department of Education is excited to provide a comprehensive menu of engaging summer learning opportunities for students in the upcoming summer months. This summer, offerings will span all grade levels, from a transition program for incoming kindergartners to paid summer internships for our graduating seniors. Schools have worked hard to design programs of high interest for vulnerable students and enrichment programs for students seeking to explore new interests. This Guide includes the following sections: (1) Summer Learning Framework; (2) Summer Programming; (3) Summer 2023 Supports, Health, and Operations; and (4) Data Reporting, Metrics, and Evaluation. [This report was prepared by the Hawaii State Department of Education's Office of Curriculum and Instructional Design. For the 2021 guide, see ED613036.]
Air Tutors&apos; Online Tutoring: Math Knowledge Impacts and Participant Math Perceptions. Middle Years Math Grantee Report Series
Author: Fesler, Lily
Date: 2023-03-00
Type: Reports - Research
Subjects: Tutoring,Elementary Secondary Education,Educational Technology,Videoconferencing,Tutors,Telecommunications,Electronic Mail,Mathematics Achievement,Program Effectiveness,Self Esteem,Interpersonal Relationship,Student Attitudes,Mathematics Instruction,Grade 4,Grade 5,Grade 6,Knowledge Level,Student School Relationship,Attendance,Elementary School Students,Middle School Students

Air Tutors is an online tutoring organization that provides one-on-one and small group tutoring for K-12 students. Air Tutors uses live, online tutoring and an online platform that incorporates video conferencing and interactive whiteboards; recruits high-quality paid tutors with tutoring experience and engaging online personalities; and engages students and their families via text messages, phone calls, and emails. This study aims to provide evidence of the impact of tutoring on student math achievement in a randomized controlled trial, as well as on students' self-reported math confidence, sense of belonging, and relationships with their tutors via student surveys. Specifically, it examines the impact of participating in Air Tutors math tutoring sessions on 4th-, 5th-, and 6th-grade students' math achievement, as well as changes in student math confidence. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with Air Tutors.]
Blueprint Math Fellows Tutoring Program: Math Knowledge Impacts and Participant Math Perceptions. Middle Years Math Grantee Report Series
Author: Gothro, Andrew
Date: 2023-03-00
Type: Reports - Research
Subjects: Middle School Students,Tutorial Programs,Tutors,Mathematics Instruction,Knowledge Level,Student Attitudes,Interpersonal Relationship,Group Membership,Self Esteem,Attendance,Program Effectiveness

Blueprint Schools Network is a nonprofit organization providing educational services to schools and students. The goal of Blueprint's hybrid math tutoring program is to ensure that all students receive the math instruction necessary to rise to their full academic and social potential. Blueprint aims to level the playing field so that every student, regardless of race and family income status, has access to high-quality instruction and academic support. The Blueprint tutoring program does this by drawing on the strengths of in-person and online tutoring and web-based math learning platforms, and by providing incentives to for student participation and family engagement. The goal of this study is to measure the effects of Blueprint's hybrid tutoring program on math knowledge, student-tutor relationships, and student sense of belonging and confidence in math for middle school students in two schools. Analyses highlight differences in outcomes across the two sites. A secondary descriptive analysis compares outcomes across students ending the year in small, medium, or large homebase tutoring groups. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with Blueprint and RISC.]
Breakthrough Collaborative&apos;s Tutoring Program: Math Knowledge Gains and Participant Math Perceptions. Middle Years Math Grantee Report Series
Author: Williams, Breyon
Date: 2023-03-00
Type: Reports - Research
Subjects: Middle School Students,Grade 8,High School Students,College Students,Tutors,Tutoring,Tutorial Programs,Mathematics Instruction,Achievement Gains,Knowledge Level,Student Attitudes,Social Emotional Learning,Culturally Relevant Education,Interpersonal Relationship,Group Membership,After School Programs,Student Participation,Self Esteem,Mathematics Achievement

Breakthrough Collaborative operates as two dozen community-based affiliates supported by a national office. Traditionally, the Breakthrough model has consisted of two components: (1) a summer enrichment program that provides academic and social-emotional learning support to students; and (2) out-of-school-time tutoring and enrichment during the school year to keep students connected between the summer months. The study focuses on a math-focused, school-year version of Breakthrough's summer program for the 2021-2022 school year. The program was designed to offer high-dosage math tutoring and social-emotional learning opportunities--both incorporating culturally responsive education practices--to 8th-grade students. Breakthrough tutors are high school and college students and share students' racial, ethnic, and cultural backgrounds. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. Breakthrough partnered with its Central Texas and Greater Boston affiliates to pilot the intervention. Both affiliates offered the program after school. The study aims to measure student-tutor relationships and sense of belonging among program participants. Also, the study aims to examine the relationship between participating in the tutoring program and students' math confidence and achievement. Each analysis uses a descriptive approach. [This report was prepared with Breakthrough Collaborative.]
Cignition Group Tutoring: Impacts on Students&apos; Math Knowledge and Perceptions. Middle Years Math Grantee Report Series
Author: Pratt, Catherine
Date: 2023-03-00
Type: Reports - Research
Subjects: Mathematics Instruction,Cooperative Learning,Costs,Educational Quality,Videoconferencing,Fractions,Teaching Methods,Mathematics Achievement,Tutoring,Tutors,Comparative Analysis,Student Attitudes,Teacher Student Relationship,Self Esteem,Surveys,Grade 5,Elementary School Students,School Districts,Mathematics Tests,Achievement Gains,Mathematics Teachers

Cignition delivers virtual tutoring in math and ELA, led by experienced educators. Their approach focuses on data-informed instruction and collaborative learning that encourages student-to-student interaction to build students' conceptual understanding. After a 2020 efficacy study of its 1:1 math tutoring offering, Cignition developed a group tutoring offering to reduce the per-student cost of tutoring while maintaining the quality of learning. In this setting, students are encouraged to collaborate with each other while working together on open-ended tasks as the tutor facilitates the session using video conferencing tools and interactive whiteboards. This study aims to provide evidence on the impact of remote, virtual tutoring on student fractions knowledge and perceptions of math using a randomized controlled trial design. Specifically, it examines math achievement, confidence, and enjoyment. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with Cignition.]
Planning for a Crisis, but Preparing for Every Day: What Predicts Schools&apos; Preparedness to Respond to a School Safety Crisis?
Author: Bradshaw, Catherine P.
Date: 2022-00-00
Type: Reports - Research
Subjects: Secondary Schools,Crisis Management,School Safety,School Violence,Planning,Prevention

This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools, as such crises may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. Data were analyzed in conjunction with data on student- and staff-reported school climate, school demographics, and external observations of the school. Analyses indicated that the staff were least aware of the process for &quot;notifying&quot; staff that a crisis was occurring. Middle schools, schools with higher levels of school disorder, and those with poorer reading and math scores were less likely to know the procedure, know the notification process, and have the plans posted in all locations. Schools also need to improve posting of school crisis procedures in shared and open spaces, such as the cafeteria and gymnasium; this is especially critical given that many school shootings occur in these large open spaces. Multilevel analyses indicated that staff perceptions of safety were significantly higher in schools in which the procedure was posted in all locations. Together, these findings provide evidence of a link among crisis planning, school context, and school climate, and complement the need for additional training on what to do following the substantiation of a credible and eminent threat. [This paper was published in &quot;Frontiers in Communication&quot; v7 Article 765336 2022.]