ethanporcaro/eric-fulltext-meta huggingface dataset:
The Formative Assessment Practices Landscape for Students with Disabilities: An Analysis of State Definitions and Practices, 2021. NCEO Report 435
Author: Huynh, Ryan
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Formative Evaluation,Student Evaluation,Evaluation Methods,Students with Disabilities,State Standards,Resources,Student Needs,Faculty Development

This report outlines the approaches that state education agencies (SEAs) have taken in defining and using formative assessment practices, including practices to explicitly support students with disabilities. At the state level, there have been efforts to develop or adopt formal definitions of formative assessment practices that guide how these practices are used in instruction. Given the different approaches and definitions that might exist for formative assessment practices, this report aims to describe how states are communicating and supporting these practices with their districts and schools.
2012 Teacher Induction Program (TIP) Teacher Trainer Survey Summary. DRE Publication 12.04 RB b
Author: Doolittle, Martha
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Educators,Teacher Education,Beginning Teachers,Beginning Teacher Induction,Teacher Surveys,Training,Teacher Collaboration,Information Needs

This report summarizes the survey responses of 68 teacher trainers who provided instruction and guidance to newly hired teachers in August 2012 for the Austin Independent School District.
Speech-Language Pathologists&apos; Experiences with Accessibility and Accommodations for Students with Disabilities. NCEO Report 430
Author: Goldstone, Linda
Date: 2021-12-00
Type: Reports - Research
Subjects: Speech Language Pathology,Allied Health Personnel,Students with Disabilities,Language Impairments,Speech Impairments,Comorbidity,Accessibility (for Disabled),Academic Accommodations (Disabilities),English Language Learners,Individualized Education Programs,Teamwork,Student Evaluation,Participative Decision Making,Professional Development,Federal Legislation,Equal Education,Educational Legislation,Elementary Secondary Education

This report presents the findings of a study aimed to address the gap between policy and practice for speech-language pathologists (SLPs) who serve students identified with a speech-language impairment, including other co-existing disabilities. The following research questions were addressed: (1) What factors influence how SLPs make accessibility and accommodations decisions for students with disabilities, including English learners with disabilities? (2) How do SLPs participate in the IEP team classroom and assessment accessibility and accommodations decision-making process for students with disabilities, including English learners with disabilities? And (3) Do SLPs have professional development needs about accessibility and accommodations?
State Approaches to Monitoring AA-AAAS Participation Decisions. NCEO Report 432
Author: Hinkle, Andrew R.
Date: 2022-04-00
Type: Reports - Research
Subjects: State Surveys,State Policy,State Departments of Education,Program Evaluation,Individualized Education Programs,Decision Making,Alternative Assessment,Academic Achievement,Academic Standards,Intellectual Disability,Students with Disabilities,Special Education,Educational Assessment,Evaluation Criteria,Educational Legislation,Elementary Secondary Education,Federal Legislation

This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant cognitive disabilities participate in the AA-AAAS because it has short- and long-term implications. The instruction of students taking the AA-AAAS may be reduced in depth, breadth, or complexity, and this may have implications for graduation as well as reduce post-secondary options.
&quot;Grow Your Own&quot; Programs: Examining Potential and Pitfalls for a New Generation of Black, Indigenous, and People of Color Community Teachers
Author: Gist, Conra D.
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Minority Group Teachers,African American Teachers,Indigenous Personnel,Teacher Recruitment,Teacher Education,Teacher Placement,Community Involvement,Program Development,Social Justice,Equal Education

Grow your own (GYO) programs are designed to recruit, prepare, and place community members as teachers in local schools. They do this through partnerships between educator preparation programs, school districts or local educational agencies, and community-based organizations. The nation is currently seeing new and thoughtful uses of the approach. This policy brief examines models with an explicit commitment to advancing justice and equity in teacher development, which can be leveraged to open doors to the profession for Black, Indigenous, and People of Color (BIPOC) teachers with roots in, and understanding of, the community.
NCLB Title I, Part A Program Summary, 2013-2014. Publication 13.56 RB
Author: Doolittle, Martha
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Legislation,Educational Legislation,Compliance (Legal),Disadvantaged Schools,Federal Aid,Resource Allocation,Economically Disadvantaged,Accountability,Expenditures

This report summarizes Austin Independent School District's federal NCLB Title I compliance and service data from the 2013-2014 school year. More than $23 million was spent to serve more than 45,000 students. State academic test results showed that students at Title I schools had lower passing rates than students at non-Title I schools.
Places and Spaces: Environments and Children&apos;s Well-Being. Innocenti Report Card 17
Author: Timar, Eszter
Date: 2022-05-00
Type: Reports - Research
Subjects: Children,Child Welfare,Well Being,Environmental Influences,Child Health,Foreign Countries,Public Health,Place of Residence,Child Safety,Socioeconomic Status,Sustainable Development,Pollution,Food,Water,Housing,Heat,Physical Health,Mental Health,Hazardous Materials,Government Role,Expenditures

UNICEF Innocenti's Report Card 17 explores how the 43 Organisation for Economic Co-operation and Development (OECD) and/or the European Union (EU) countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation's wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children's immediate environments, over-consumption in some of the world's richest countries is destroying children's environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations. The report focuses on the following questions: (1) How do environmental factors affect children's well-being? (2) How are many of the world's richest countries faring in terms of providing a healthy environment in which children can live, develop and thrive? and (3) What actions can these countries take to improve the environments in which children live? [This report was written with contributions from Dominic Richardson, Gunilla Olsson, Celine Little, Dagna Rams, Gro Dehli Villanger, Nicole Quattrini, Tim Huijts, Mirza Balaj and Terje Eikemo.]
Coherence-Building in Multiple Document Comprehension
Author: Allen, Laura Kristen
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Connected Discourse,Reader Response,Natural Language Processing,Protocol Analysis,Essays,High School Students,College Freshmen

The current study examined the extent to which the cohesion detected in readers' constructed responses to multiple documents was predictive of persuasive, source-based essay quality. Participants (N=95) completed multiple-documents reading tasks wherein they were prompted to think-aloud, self-explain, or evaluate the sources while reading a set of four texts. They were then asked to write a source-based essay based on their reading. Natural Language Processing techniques were used to automatically analyze the cohesion of the constructed responses at both within- and across-documents levels. Results indicated that within-document cohesion was &quot;negatively&quot; related to essay quality, whereas across-documents cohesion was positively related to essay quality. Further, these relations differed by instructional condition such that strategic instructions to either self-explain or evaluate sources seemed to promote across-text integration, compared to thinking aloud. Overall, this study indicates that the cohesion of constructed responses to text can provide insights into the coherence of the mental representations readers construct while reading multiple documents. [This paper was published in: &quot;Proceedings of the Annual Meeting of the Cognitive Science,&quot; 2021, pp. 931-937 (ISSN- 1069-7977).]
AISD Bilingual and English as a Second Language Programs Summary, 2013-2014. DRE Publication 13.57
Author: Doolittle, Martha
Date: 2014-10-00
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Bilingual Students,Bilingual Education,Second Language Learning,Language Proficiency,Academic Achievement,Standardized Tests,Student Evaluation,School Districts,Elementary Secondary Education,Educational Legislation,Federal Legislation,Immigrants,Federal Aid,State Aid,Expenditure per Student,Teacher Attitudes,Administrator Attitudes,Program Evaluation,Program Implementation,Migrants

During the 2013-2014 school year, Austin Independent School District served more than 23,000 English language learner students in bilingual or English as a second language programs. This report summarizes these students' English language proficiency gains as well as academic performance on the state's required assessments during that school year.
The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching
Author: Siu, Fiona K.
Date: 2022-06-30
Type: Reports - Research
Subjects: Teaching Methods,Instructional Effectiveness,Vocabulary Development,Communicative Competence (Languages),Comparative Analysis,Language Proficiency,English (Second Language),College Preparation,Reading Instruction,Writing Instruction,Student Attitudes,Computational Linguistics,Secondary Education,Exit Examinations,Scores,Language Tests,Foreign Countries

This study aims to investigate the effectiveness of a structural-cum-communicative approach to the teaching of vocabulary to students possessing a low level of English proficiency. A total of 52 foundation degree students taking a 13-week preparatory reading and writing course participated in the present study. Both the control and the experimental groups took a pre-test and a post-test. The pre-test contained two parts, each of which included 25 words and a list of 25 definitions for students to select. The same format applied to the post-test. Both groups of participants were taught word-formation knowledge at the initial stage. However, at the later stage of actually teaching target words, the experimental group was engaged in brief conversations on topics related to their daily life with respect to the target words while the control group was provided with explanations only in the teaching process. Paired Samples T-Tests show that only the experimental group scored significantly higher on the post-test than on the pre-test. The findings suggest that the teaching of word-formation knowledge as well as engaging students in conversations related to the target words seems to constitute an effective pedagogical approach to vocabulary building for students possessing a low level of English proficiency. [This paper was published in &quot;Language, Education and Culture Research&quot; v2 n1 p53-75 2022.]
Indicators of Higher Education Equity in the United States: 2022 Historical Trend Report
Author: Cahalan, Margaret W.
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Indicators,Higher Education,Equal Education,Educational Trends,College Choice,Academic Degrees,Educational Attainment,Paying for College,Educational Policy,Educational Practices,Educational Opportunities,College Students,Enrollment,Student Characteristics,Institutional Characteristics,Student Costs,Student Financial Aid,Outcomes of Education,Federal Programs,Grants,Federal Aid,Family Income,Racial Differences,Socioeconomic Status,Low Income Students,COVID-19,Pandemics,Parent Background,Student Loan Programs,Trend Analysis,Educational Legislation,Federal Legislation

In 2004 and 2005, the Pell Institute for the Study of Opportunity in Higher Education (Pell Institute), sponsored by the Council for Opportunity in Education (COE), published two editions of &quot;Indicators of Opportunity in Higher Education.&quot; In 2015, the commitment to documenting trends in higher education equity was renewed by publishing an expanded annual trend report and initiating the Search for Solutions Shared Dialogues. The &quot;Indicators of Higher Education Equity in the United States: 2022 Historical Trend Report,&quot; directly follows on these earlier efforts. This publication brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. [For the 2021 report, see ED613170.]
States Build Support for Students Who Are Homeless. Policy Update. Vol. 29, No. 1
Author: Blanco, Megan
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Homeless People,At Risk Students,Student Needs,Resource Allocation,Federal Aid,Grants,Outreach Programs,Professional Development,Services,Delivery Systems,Program Effectiveness,Program Improvement,State Boards of Education,Public Schools,Federal Programs

During the 2019-20 school year, public schools identified 1.3 million students who were experiencing homelessness--2.5 percent of all those enrolled. With the added $800 million that Congress provided in 2021 through the American Rescue Plan's Homeless Children and Youth program (ARP-HCY), many states have started or expanded initiatives to support these students. The influx of one-time federal funds to support young people experiencing homelessness puts the responsibility for wise uses to address the short- and long-term needs of this vulnerable population squarely in the hands of state leaders. While ARP focuses on ameliorating the effects of the pandemic, states can accrue a greater value if they emerge with stronger, better approaches to addressing the needs of these students over the long run. This policy update discusses state spending plans, coordination, family and community outreach, staff training, service provision, systems improvement, and questions state boards of education can ask.
State Strategies to Advance Digital Equity. Policy Update. Vol. 29, No. 2
Author: Hedger, Joseph
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,State Boards of Education,Electronic Learning,Educational Technology,Computer Software,Academic Standards,Computer Literacy,Access to Computers,Minority Group Students,Elementary Secondary Education,Equal Education

By accelerating schools' adoption of technology for virtual learning, the pandemic spotlighted longstanding inequities in digital access, especially for Black, Hispanic, and low-income K-12 students. By spearheading efforts to collect data, collaborate with partners, buy digital devices and infrastructure, and reimagine effective technology use, several states made strides toward digital equity in schools. This policy update shares steps that states have taken to advance digital equity for students.
The Economic Achievement Gap in the US, 1960-2020: Reconciling Recent Empirical Findings. CEPA Working Paper No. 21-09
Author: Reardon, Sean F.
Date: 2021-11-00
Type: Information Analyses
Subjects: Standardized Tests,Scores,Family Income,Academic Achievement,Achievement Gap,Outcomes of Education,Equal Education,Educational Opportunities,Low Income Students,Kindergarten,Elementary Secondary Education,Preschool Education,Educational Change,Educational History,Economic Factors,Social Differences,College Attendance,Reading Achievement,Educational Trends,Trend Analysis,Mathematics Achievement,National Competency Tests,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Science Tests,Science Achievement,Mathematics Tests,Comparative Analysis,Measurement,Socioeconomic Status

Has the gap in average standardized test scores between students from high- and low-income families widened, narrowed, or remained stable over the last 3 decades? The question is important both because the achievement gap is measure of how (un)equally educational opportunities are distributed in the US, and because the disparity in educational outcomes is a leading indicator of the degree of economic mobility. If the gap is widening, it suggests that children's educational experiences and opportunities in early and middle childhood -- in their homes, neighborhoods, childcare and preschool programs, and K-12 schools -- are becoming increasingly unequal, a sign that the growing economic inequality in the US has led to a parallel growth in educational inequality. A narrowing gap, however, would suggest the opposite: changes in early childhood or K-12 schooling have been equity-enhancing, even in the face of increased economic inequality among families. And because test scores and the skills they measure are valued in college admissions and the labor market, the trend in the test score gap may predict the trend in economic mobility several decades later.
Test Security and Students with Disabilities: An Analysis of States&apos; 2020-21 Test Security Policies. NCEO Report 434
Author: Olson, John F.
Date: 2021-12-00
Type: Information Analyses
Subjects: Testing Accommodations,Information Security,State Policy,Policy Analysis,Alternative Assessment,Educational Assessment,Guides,Testing Problems,Individualized Education Programs,Academic Achievement,Academic Standards,Assistive Technology,Braille,Time,Computer Assisted Testing,Best Practices,Privacy,Confidentiality

This report provides a snapshot of how accommodated tests for students with disabilities, accessibility, alternate assessments, and other related issues were addressed in states' test security policies for 2020-21. Strong test security policies and procedures are needed to help ensure the integrity and validity of state assessments, yet some test security measures may affect accessibility. There is a need for thoughtful consideration of ways in which possible test security measures may affect accessibility, and how to balance test security and accessibility. This report is an update of an analysis NCEO of 2013-14 test security policies. [For &quot;Test Security and Students with Disabilities: An Analysis of States' 2013-14 Test Security Policies. Synthesis Report 95,&quot; see ED620597.]
Test Security and Students with Disabilities: An Analysis of States&apos; 2013-14 Test Security Policies. Synthesis Report 95
Author: Lazarus, Sheryl S.
Date: 2014-06-00
Type: Information Analyses
Subjects: Testing,Information Security,Testing Accommodations,Students with Disabilities,State Policy,Policy Analysis,Alternative Assessment,Testing Programs,Computer Assisted Testing,Assistive Technology,Braille,Time,Large Type Materials,Sign Language,Deaf Interpreting,Scheduling

A report analyzing how accommodated tests, and students with disabilities and the assessments they take, are addressed in state test security policies -- a subject about which little is known. This analysis was conducted to partially fill this gap. The report provides a snapshot of how accommodated tests for students with disabilities, alternate assessments, and other related issues were addressed in states' test security policies in 2013-14. The specific research questions were, &quot;What information do states' test security policies contain about students with disabilities and the assessments they take?&quot; and &quot;How are accommodations included in states test security policies?&quot;
Understanding Racial and Ethnic Differences in the College Experience. Research Report
Author: Blom, Erica
Date: 2022-02-00
Type: Reports - Research
Subjects: College Students,Racial Differences,Ethnicity,Student Satisfaction,Asian American Students,African American Students,Hispanic American Students,White Students,Student Experience,Educational Attainment,Minority Serving Institutions,Educational Quality,Outcomes of Education,Student Attitudes,Graduation Rate,Income,Pacific Americans,Hawaiians,Multiracial Persons,Alaska Natives,American Indian Students

College students' experiences vary significantly by race and ethnicity. Often, institutions prioritize structuring their undergraduate experience to cater to white students' needs and desires, such as by hiring predominantly white instructors, and creating classroom learning environments that privilege white students. Though scholars researching students' college experiences and outcomes frequently measure college quality by more easily defined data--such as graduation rates and students' earnings after college--more research is needed that explicitly examines the racial and ethnic variation in students' college satisfaction. This report explores student-reported satisfaction from a nationally representative sample with a focus on variation across racial and ethnic groups, with most of the analyses centered on the four largest racial and ethnic groups (Asian, Black, Hispanic, and white people). The findings reinforce the need to deepen the exploration of college &quot;success&quot; measures beyond the average student. Though significant work is still needed before these measures of students' experiences can be integrated into larger policy measures of college quality, by examining racial and ethnic differences, the study can demonstrate strong variation in the ways institutional characteristics and students' experiences relate to their perceptions of college quality.