ethanporcaro/eric-fulltext-meta huggingface dataset:
Xtreme Reading. Intervention Report. Adolescent Literacy Topic Area. NCEE 2021-009
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Literacy Education,Reading Difficulties,Vocabulary Development,Decoding (Reading),Reading Fluency,Reading Comprehension,Reading Instruction,Interpersonal Competence,Group Activities,Aspiration,Goal Orientation,Cooperative Learning,Large Group Instruction,Independent Study,Program Effectiveness,Grade 9,Secondary School Students,Urban Schools,Student Diversity,At Risk Students,Faculty Development

&quot;Xtreme Reading&quot; is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn social skills associated with creating a supportive learning community, including how to participate in certain class activities (for example, whole-group discussion, small-group work, partner work, transitions). They also participate in a motivational program whereby they discuss their hopes and dreams for the future and set personal goals related to reading and other life areas. The &quot;Xtreme Reading&quot; program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Xtreme Reading&quot; on student literacy achievement and comprehension (including reading comprehension and vocabulary skills). The WWC identified four studies of &quot;Xtreme Reading,&quot; two of which meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;Xtreme Reading&quot; on ninth-grade students--including 81% non-White and 19% White students-- from largely urban and diverse school districts. [For the Intervention Brief, see ED611356. For the Intervention Snapshot, see ED611358.]
Xtreme Reading. Intervention Brief. Adolescent Literacy Topic Area. NCEE 2021-009
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Literacy Education,Reading Difficulties,Vocabulary Development,Decoding (Reading),Reading Fluency,Reading Comprehension,Reading Instruction,Interpersonal Competence,Group Activities,Goal Orientation,Cooperative Learning,Large Group Instruction,Independent Study,Program Effectiveness,Grade 9,Secondary School Students,Urban Schools,Student Diversity,At Risk Students,Faculty Development

&quot;Xtreme Reading&quot; is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn social skills associated with creating a supportive learning community, including how to participate in certain class activities (for example, whole-group discussion, small-group work, partner work, transitions). They also participate in a motivational program whereby they discuss their hopes and dreams for the future and set personal goals related to reading and other life areas. The &quot;Xtreme Reading&quot; program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Xtreme Reading&quot; on student literacy achievement and comprehension (including reading comprehension and vocabulary skills). The WWC identified four studies of &quot;Xtreme Reading,&quot; two of which meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;Xtreme Reading&quot; on ninth-grade students--including 81% non-White and 19% White students--from largely urban and diverse school districts. This intervention brief provides an overview of the full report. [For the full report, see ED611355. For the Intervention Snapshot, see ED611358.]
Comparative Data to Inform Instructional Decisions. NWEA Research 2020 Comparative Data
Author: NWEA
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Data Use,Decision Making,Achievement Tests,College Entrance Examinations,College Readiness,Career Readiness,Elementary Secondary Education,Reading,Mathematics,Language Usage,Sciences

To help provide context to MAP® Growth™ normative percentiles, this document includes multiple College and Career Readiness (CCR) benchmarks, including those from ACT®, SAT®, and Smarter Balanced Assessment Consortium (Smarter Balanced). The comparative data in the tables presented in this report can be used as data points for instructional decision-making. While not intended for use as a single placement guide, the data can help inform a variety of programmatic and instructional decisions, including: (1) identifying and qualifying students for various instructional strategies; (2) guiding teachers who do not regularly make decisions on instructional program choices for students; (3) scheduling and grouping to meet students' learning needs; (4) screening for special or alternative instruction; and (5) staffing and resourcing. The comparative data included in the tables provides information from both the fall and spring. Norming data is provided for the fall term to aid in placement, screening, and scheduling/grouping decisions at the beginning of the year. Conversely, college readiness information (Smarter Balanced, ACT, SAT) is displayed for the spring term. This provides educators with end-of-year scores, for the purposes of student goal setting, to help get students to the point where they are on track to being college ready.
Xtreme Reading. Intervention Snapshot. Adolescent Literacy Topic Area. NCEE 2021-009
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Literacy Education,Reading Difficulties,Vocabulary Development,Decoding (Reading),Reading Fluency,Reading Comprehension,Reading Instruction,Interpersonal Competence,Group Activities,Aspiration,Goal Orientation,Cooperative Learning,Large Group Instruction,Independent Study,Program Effectiveness,Grade 9,Secondary School Students,Urban Schools,Student Diversity,At Risk Students,Faculty Development

&quot;Xtreme Reading&quot; is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn social skills associated with creating a supportive learning community, including how to participate in certain class activities (for example, whole-group discussion, small-group work, partner work, transitions). They also participate in a motivational program whereby they discuss their hopes and dreams for the future and set personal goals related to reading and other life areas. The &quot;Xtreme Reading&quot; program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;Xtreme Reading&quot; on student literacy achievement and comprehension (including reading comprehension and vocabulary skills). The WWC identified four studies of &quot;Xtreme Reading,&quot; two of which meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;Xtreme Reading&quot; on ninth-grade students--including 81% non-White and 19% White students--from largely urban and diverse school districts. Findings on &quot;Xtreme Reading&quot; from the two studies that meet WWC standards are shown in this snapshot. [For the full report, see ED611355. For the Intervention Brief, see ED611356.]
Early Child Care in Single-Parent and Two-Parent Families: 2019. Data Point. NCES 2021-005
Author: Cui, Jiashan
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Child Care,Family Environment,Child Care Centers,Young Children,One Parent Family,Family Structure,Decision Making,Costs,Geographic Location

This Data Point uses data from the 2019 Early Childhood Program Participation (ECPP) survey. The ECPP survey asks about young children's participation in weekly child care. The survey includes three types of care: (1) care from a family member other than a parent (relative care); (2) care from someone who is not a relative (nonrelative care); and (3) care in a child care or early education center (center-based care). This report compares child care for children from birth through age 5, in single-parent families and two-parent families. The following two questions were evaluated: (1) Do care arrangements differ for single-parent and two-parent families?; and (2) Does the experience of searching for and finding child care differ for single-parent and two-parent families?
RISE Evaluation Model: Evaluator and Teacher Handbook Version 3.0
Author: Indiana Department of Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Evaluation,Models,Teacher Effectiveness,Summative Evaluation,Scoring,Scoring Rubrics,Observation

RISE was designed and revised to provide a quality system, aligned with current legislative requirements that local corporations can adopt in its entirety, or use as a model as they develop evaluation systems to best suit their local contexts. RISE was developed over the course of a year by the Indiana Teacher Evaluation Cabinet, a diverse group of educators and administrators from around the state, more than half of whom have won awards for excellence in teaching. From the beginning, the Indiana Teacher Evaluation Cabinet sought to design a model evaluation system focused on good instruction and student outcomes. RISE was designed to be fair, accurate, transparent, and easy-to-use. This handbook describes the 3.0 version of Indiana's RISE Evaluation Model for teacher evaluation. It describes: (1) the state model on teacher evaluation; (2) Component 1: Professional Practice; (3) Component 2: Additional Components; and (4) summative teacher evaluation scoring. A glossary of RISE terms are also included.
National Institute for School Leadership™ (NISL). Intervention Report. School Leadership Topic Area. NCEE WWC 2021003
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Management Development,School Administration,National Programs,Instructional Leadership,Program Effectiveness,Educational Research,Coaching (Performance),Intervention,Leadership Training

This What Works Clearinghouse (WWC) report, part of the WWC's School Leadership topic area, examines research on the effects of the National Institute for School Leadership™ (NISL) program on student, teacher, and school leader outcomes. The &quot;NISL&quot; program (formerly the &quot;NISL Executive Development Program&quot;) is a professional development program that aims to develop effective, strategic school leaders focused on preparing schools to provide high-quality instruction in a supportive learning environment. No studies of NISL that fall within the scope of the School Leadership review protocol meet WWC standards. Because no studies meet WWC standards, the WWC is unable to draw any conclusions at this time about the effectiveness of NISL on student, teacher, and school leader outcomes.
Unlocking New York City&apos;s High School Progress Report
Author: Corcoran, Sean P.
Date: 2013-03-28
Type: Reports - Evaluative
Subjects: Accountability,Public Schools,High Schools,Urban Schools,School Effectiveness,Progress Monitoring,Reports,Academic Achievement,Student Diversity,Peer Groups,Evaluation Methods,Graduation Rate,Attendance Patterns,Expectation,Learner Engagement,Interpersonal Communication,Minority Group Students,Students with Disabilities,English Language Learners,Low Income Students,Grade 8,Educational Environment,School Safety

In a pioneering effort to improve school accountability and move it beyond a simple recitation of high-stakes test scores, New York City developed the Progress Report (PR), a set of metrics that includes the overall &quot;A&quot; through &quot;F&quot; letter grade that the Department of Education (DOE) began issuing annually to most public schools beginning in 2007. In 2011, in an effort to gain a better understanding of New York City's accountability system, New Visions for Public Schools was commissioned to assess various components of the high school PR. The result, &quot;Unlocking New York City's High School Progress Report,&quot; represents the most comprehensive analysis of the PR to date. The study attempts to explore how the PR's methodology can more accurately assess the impact that each of New York City's more than 400 high schools has on the diverse student population it serves. This study clarifies not only the impact of the current version of the PR, but also points to several key revisions that can improve the PR (specifically, the Peer Index's methodology) to increase its accuracy. This report contributes important insights into the broader conversation about how to improve New York City's accountability system.
Centered on Results: Assessing the Impact of Student-Centered Learning
Author: Nellie Mae Education Foundation
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Student Centered Learning,Elementary Secondary Education,Instructional Effectiveness,Equal Education,At Risk Students,College Readiness,Career Readiness,Blended Learning,Technology Integration,Experiential Learning,Portfolios (Background Materials),Performance Based Assessment,Urban Schools,Science Achievement,21st Century Skills,Program Effectiveness,Grade 9,High School Students,Secondary School Science,Secondary School Mathematics,Discussion (Teaching Technique),Learning Activities,High Achievement,Low Income Students,Intervention,Academic Support Services,Standardized Tests,Educational Objectives,Interpersonal Relationship,Relevance (Education)

While many of the concepts and approaches that comprise student-centered learning have deep roots in learning theory, the cognitive sciences, and youth and child development, empirical research on student-centered learning's impact in K-12 classrooms remains limited. This report offers highlights from three studies commissioned by Nellie Mae, researched by Education Connection, American Institutes for Research (AIR) and Stanford Center for Opportunity Policy in Education (SCOPE) to examine student-centered learning in depth--what it looks like, and how students may benefit. Together, these studies strengthen the evidence base for those seeking to identify practices that will produce the greatest benefits for students. Furthermore, they provide new insights into how to achieve the highest outcomes equitably. These studies look at how to ensure that all students--including those in underserved groups--get an opportunity to reach the common goal of college and career readiness. [For the full studies see, &quot;Blended Instruction: Measuring the Impact of Technology-Enhanced, Student-Centered Learning on the Academic Engagement, Skills Acquisition, and Achievement of Underserved Students&quot; (ED611297), &quot;An Up-Close Look at Student-Centered Math Teaching: A Study of Highly Regarded High School Teachers and Their Students&quot; (ED611376), and &quot;Student-Centered Schools: Closing the Opportunity Gap&quot; (ED611377).]
Fall Enrollment: Iowa Community Colleges, 2020
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Enrollment Trends,Full Time Students,Part Time Students,Minority Group Students,College Credits,Dual Enrollment,Student Characteristics,Online Courses,Enrollment Projections,Declining Enrollment,Academic Education,COVID-19,Pandemics,High School Students

This report provides information on the 15 Iowa community colleges for the fall of 2020 including: (1) Students; (2) Students Demographics; (3) Academics; (4) Program Type; (5) Transfer Major Programs; (6) Career Clusters; (7) Online Enrollment; (8) Joint Enrollment; (9) Immediate Enrollment; and (10) Enrollment Projections. The report also highlights how the COVID-19 pandemic has had an impact on Iowa community college's 2020 fall enrollment. [For the 2019 report, see ED603412.]
Beyond Words: Writing for Wellbeing. Evaluation of the Project. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2021-01-00
Type: Reports - Research
Subjects: Well Being,Program Evaluation,Mental Health,Creative Writing,Elementary Secondary Education,Student Attitudes,Teacher Attitudes

To mark World Mental Health Day in 2020, the Bupa Foundation, in partnership with Cheltenham Festivals, the National Literacy Trust and Mind, launched Beyond Words -- a national creative writing project inviting all children, young people and schools to put their feelings about a year like no other into words. Children and young people were invited to write a piece on the theme of 'My 2020' and submit their writing with a chance to get published in a digital anthology in 2021 to celebrate outstanding contributions from children and schools. The project worked with award-winning poets and authors to produce tutorials and resources supporting children, young people and schools with writing and mental wellbeing. As part of the project, the National Literacy Trust was commissioned by Bupa to explore teachers' and young people's perceptions of the project overall and the impact the project might have on young people. To this end, surveys were designed for teachers and young people to complete after submitting their work as part of the project. This report shows that young people and teachers had a positive experience of participating in Beyond Words. Overall, the findings of this report indicate that the project has been successful in supporting the participating young people's wellbeing through writing and reflecting on the year they had.
Literature Review on the Impact of COVID-19 on Families, and Implications for the Home Learning Environment. A National Literacy Trust Research Report
Author: Crew, Melanie
Date: 2020-00-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,School Closing,Family Environment,Environmental Influences,Child Development,Low Income Groups,Social Class,Interpersonal Relationship,Mental Health,Depression (Psychology),Parent Child Relationship,Social Support Groups,Interaction,Social Influences,Family Income,Economically Disadvantaged,Parent Role,Preschool Children

What happens at home in the early years of a child's life is not only key to their success in education, but their success in life. A positive early years home learning environment can predict higher levels of vocabulary, spelling and literacy in young children. The home learning environment has an influence on a child's intellectual and social development that is over and above family socio-demographic factors such as parental education, socioeconomic status and income, suggesting that a positive home learning environment has the potential to help children overcome some of the disadvantages of growing up in poverty. COVID-19 has exacerbated factors that can influence the prevalence of parental depression, including economic hardship and job insecurity, and those in low paid or insecure work, who had fewer resources to begin with, have been impacted more. Parenting is influenced by parents' current lives -- it is easier to parent more effectively when social and economic circumstances are favourable and when stress and anxiety are lower. Poor parental mental health can impact on parents' ability to develop a warm, sensitive and nurturing relationship with their child. This has implications for the home learning environment as the process by which children learn to think and understand occurs fundamentally through social interactions with others. This literature review considers the impact of COVID-19 on families, and the implications for the home learning environment.
America after 3PM: Afterschool Programs in Demand
Author: Afterschool Alliance
Date: 2014-00-00
Type: Reports - Research
Subjects: After School Programs,Participation,Employed Parents,Latchkey Children,Opportunities,Barriers,Low Income Students,Racial Differences,Program Costs,Gender Differences,Parent Attitudes,Summer Programs,Public Support,Financial Support,Political Affiliation,Geographic Regions

&quot;America after 3PM&quot; began in 2004, precisely because of the absence of reliable data about such topics. That year, the Afterschool Alliance set out to fill the information gap, conducting what was at that point the most in-depth study on how children spend their time after school. The 2014 &quot;America after 3PM&quot; edition spans a decade of data chronicling how children spend the hours between 3 and 6 p.m.--the hours after school ends and before parents typically return home from work. Together with its predecessor reports, it serves as a resource for policymakers, educators, parents and advocates on the trends of afterschool program participation, demand for afterschool programs, and the number of children who are alone and unsupervised during the after school hours. The data in this report show that parents are increasingly turning to afterschool programs to meet their own and their children's needs in the hours after school. The combined demand for afterschool, both met and unmet, exceeds 50 percent of school-age children in the United States. Parents who are fortunate enough to have access to afterschool programs are highly satisfied with those programs and are increasingly satisfied with aspects of the programs that are linked to quality. [For the 2009 edition, see &quot;America after 3PM: The Most In-Depth Study of How America's Children Spend Their Afternoons&quot; (ED506748).]
America after 3PM: Demand Grows, Opportunity Shrinks
Author: Afterschool Alliance
Date: 2020-00-00
Type: Reports - Research
Subjects: After School Programs,Participation,Parent Attitudes,Satisfaction,Barriers,Opportunities,Program Costs,Latchkey Children,Minority Group Students,Low Income Students,Public Support,Financial Support,Geographic Regions,Political Affiliation,Elementary School Students,Middle School Students,High School Students,Program Effectiveness

The Afterschool Alliance's fourth edition of &quot;America after 3PM&quot; provides a detailed accounting of the circumstances and conditions of U.S. children during the hours of 3 to 6 p.m. and compares afterschool program participation and unmet demand statistics for 2020 with results from 2004, 2009, and 2014. It identifies trends in afterschool program offerings, parent satisfaction with their child's afterschool program, and overall parent perceptions of afterschool programs. Additionally, this report looks at traditionally marginalized communities, including children in low-income families and children of color, to examine opportunity gaps. The need for increased investment in afterschool is especially urgent with the coronavirus pandemic forcing many schools to move to a distance-learning model or operate on a hybrid schedule of in-person and virtual classes. The October 2020 survey of parents found that more than 3 in 4 agree that Congress should provide additional funding for afterschool programs to help provide a supervised, enriching environment during virtual school days. [For the 2014 edition, see &quot;America after 3PM: Afterschool Programs in Demand&quot; (ED611371). Additional funding for this report was provided by the Altria Group.]