ethanporcaro/eric-fulltext-meta huggingface dataset:
College Completion Network: Research Project Findings
Author: College Completion Network
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: College Students,Open Education,Academic Persistence,School Holding Power,Educational Attainment,Intervention,Educational Strategies,Evidence Based Practice,Educational Policy,Dropout Prevention,Community Colleges,Social Support Groups,Educational Research

The College Completion Network was established to expand the field's understanding of promising strategies that could support more students in attaining degrees at open- and broad-access institutions. Funded by a 6-year grant (2017-2022) from the Institute of Education Sciences, the network brought together research teams focused on postsecondary student success to share ideas, build new knowledge, conduct strong research, and disseminate findings among those in the field. The research teams in the College Completion Network conducted studies to refine and evaluate interventions for increasing the number of students who earn degrees at open- and broad-access institutions with the goal of providing college leaders and policymakers with reliable evidence on promising strategies. This briefing book presents high-level summaries of the approaches and findings of each network project as well as links to additional resources related to the projects. These projects examined interventions for which there was strong interest at open- and broad-access institutions. College leaders, practitioners, and policymakers can use the findings to guide decision making related to the use and refinement of these interventions.
Teachers and K-12 Education: A National Polling Report [June 2022]
Author: EdChoice
Date: 2022-06-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Teacher Attitudes,Opinions,Teacher Behavior,Expenditures,Instructional Materials,Faculty Development,Educational Finance,Negative Attitudes,Teaching (Occupation),Private Schools,Public School Teachers,Teaching Experience,School Choice,Educational Policy,School Safety

This poll was conducted between June 15-June 25, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) Teachers report spending over $500 of their own money in the last school year on classroom materials, and they spent around $300 on professional development; (2) Teachers are much more likely than school parents to believe school funding is too low either without a public statistic (76% vs. 49%) or even with that statistic (55% vs. 36%); and (3) Pessimism about the direction on K-12 education at the state and nationwide levels continues to grow among teachers. In June, teachers in district schools and charter schools were much more negative about the profession compared to private school teachers. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; (5) school safety; and (6) the survey profile and demographics.
Teachers and K-12 Education: A National Polling Report [March 2022]
Author: EdChoice
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Teacher Attitudes,Opinions,Negative Attitudes,Public School Teachers,Private Schools,Teaching (Occupation),Boards of Education,Meetings,Activism,Antisocial Behavior,COVID-19,Pandemics,Immunization Programs,Educational Policy,Hygiene,Disease Control,Health Behavior,Occupational Safety and Health,School Safety,School Choice,Unions

This poll was conducted between March 16-March 22, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) In March, teachers in district schools were much more pessimistic about the profession compared to private school teachers; (2) About one out of four teachers reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; and (3) The proportion of teachers who believe the amount of time spent on standardized testing is 'too high' increased by 12 points in March. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) teaching profession and unions; (4) views on K-12 education; and (5) the survey profile and demographics.
Teachers and K-12 Education: A National Polling Report [November 2022]
Author: EdChoice
Date: 2022-11-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Opinions,Politics,Expenditure per Student,Elementary Secondary Education,Teaching (Occupation),Teaching Experience,School Choice,Educational Policy,Preferences,Blended Learning,Opportunities

This poll was conducted between October 13-October 21, 2022 among a sample of 1,000 All Teachers. The interviews were conducted online. Among the key findings are: (1) Roughly one-fourth of teachers believe students are performing very well academically, emotionally, and socially; (2) Nearly half of teachers believe their school is political, which is greater than the one-third of parents who say they same about their child's school; (3) Teachers believe that government spending per student is much lower than actual expenditures; and (4) Just over half of teachers prefer to teach at least one or more days per week outside of a school building. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; and (5) the survey profile and demographics.
High Dosage Tutoring Program Summary, 2013-2014. DRE Publication 14.35RB
Author: Stelling, Laura
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Tutorial Programs,Tutoring,School Districts,Program Implementation,Outcomes of Education,Student Needs,Educational Objectives,Academic Achievement,Algebra,Achievement Tests,Mathematics Tests,Achievement Gains,Mathematics Achievement,Reading Achievement,Elementary School Students

In the 2013-2014 school year, the High-Dosage Tutoring (HDT) Program served approximately 1,698 students at nine AISD schools. This report summarizes the third year of implementation and outcomes.
Professional Development Needs Assessment. DRE Publication #14.39
Author: Cornetto, Karen
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Faculty Development,Needs Assessment,Scores,Feedback (Response),Classroom Environment,Expectation,Individualized Instruction,Problem Solving,Critical Thinking,Learner Engagement,Lesson Plans,School Policy,Compliance (Psychology),Teacher Collaboration,Teacher Attitudes

This report summarizes the results of the 2013-2014 AISD teacher appraisal and related survey items with emphasis on areas of need for additional professional development.
How States Can Use American Rescue Plan Funding and Federal Grants to Support Teacher Diversity
Author: Education Trust
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),COVID-19,Emergency Programs,Pandemics,Federal Aid,Federal Legislation,Educational Legislation,Elementary Secondary Education,Teacher Recruitment,Educational Practices,School Districts,Statewide Planning,Expenditures,Teacher Education Programs,Minority Group Teachers,Policy Formation,Teacher Persistence,Equal Education,Students with Disabilities,Program Descriptions

Federal funds are one resource that state leaders can use to establish and/or supplement programming designed to diversify the teacher workforce. Though several federal funding streams can be used for this purpose, state and district leaders have a great opportunity to leverage COVID-relief funds to expand their diversity efforts. The primary source of these funds, the American Rescue Plan (ARP), provides a one-time federal investment of more than $122 billion that distributes support among the nation's schools to aid in the long-term recovery from COVID-19. Although at least 90% of these dollars flow directly to districts, each state has a minimum set-aside that can be used through early 2025. As a condition for receiving funds--often referred to as Elementary and Secondary School Emergency Relief (ESSER) funds--states were required to submit plans outlining how they will use funds for authorized purposes, including &quot;expanding the educator pipeline and educator diversity.&quot; This report is a collection of state-level data on the use of ESSER funds to elevate promising practices for advocates and policymakers. State spending is broken down into three broad categories: (1) Supporting educator preparation programs that attract and support candidates of color; (2) Developing and/or implementing policies or programs to recruit teachers of color; and (3) Developing and/or implementing policies or programs to retain teachers of color.
The State of Higher Education Funding: Historically Black Colleges and Universities (HBCUs). Issue Brief
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Educational Finance,Educational History,Land Grant Universities,Federal Aid,State Action,State Aid,State Federal Aid,Educational Legislation,Federal Legislation,Financial Support

Historically Black Colleges and Universities (HBCUs) are vital to higher education. Yet, many land-grant HBCUs have received lower levels of funding since their inception. While many state legislatures have targeted funding toward HBCUs in recent years, many institutions feel that the historic inequity must be remedied. This issue brief examines the history of HBCUs, the underfunding of land-grant universities, and federal accountability. Future briefs will examine how specific states have responded to systemic underfunding. [For &quot;Addressing Historic Underfunding of HBCUs: Leveraging Litigation in Maryland. Issue Brief 2,&quot; see ED626526. For &quot;Addressing Historic Underfunding of HBCUs: Implementing Bipartisan Legislation in Tennessee. Issue Brief 3,&quot; see ED626527.]
Disability Studies Perspectives on Music Therapy and Autism Spectrum Disorders. Reviewing Approach and Outcomes
Author: Maienza, Matteo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Disabilities,Music Therapy,Autism Spectrum Disorders,Students with Disabilities,Ethnography

Music therapy has acquired over the years a gradual process of medicalization generated by the need to provide evidence-based results in the treatment and rehabilitation of Autism Spectrum Disorders. Otherwise, the goal of music as therapy should not be to propose music as a kind of remedy or cure, but to promote relationships between individuals, to acquire a collective awareness thanks to the communicative potential of music. Modern approaches can rely on Disability Studies as a ground to move in this direction, in a humanistic perspective, centering on culture, orienting on resources rather than defects and discussing the roles of power in the therapeutic relationship. [This paper was published in: &quot;Proceedings of the 2nd International Conference of the Journal Scuola Democratica 'Reinventing Education,' Vol. 2, Learning with New Technologies, Equality and Inclusion,&quot; 2021, pp. 607-616.]
Summary of the American Institutes for Research&apos;s (AIR) Report on Social Emotional Learning (SEL) in the Austin Independent School District (AISD), 2014. DRE Publication 14.14 RB
Author: Lamb, Lindsay M.
Date: 2014-10-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Evaluation,School Districts,Program Implementation,Elementary School Students,Secondary School Students

This report summarizes the analyses described in AIR's year 3 report for the Collaborating Districts Initiative (CDI) evaluation of AISD's SEL program. Recommendations are also included.
Project GLAD Training Follow-Up Survey (Guided Language Acquisition Design). Fall 2014. DRE Publication 14.25 RB
Author: Suhy, Thom
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: School Districts,Second Language Instruction,Language Teachers,Middle School Teachers,Faculty Development,English Language Learners,Pilot Projects,Outcomes of Education,Teacher Attitudes,Program Effectiveness,Language Acquisition

During the summer of 2014, Austin ISD's Department of English Language Learners provided guided language acquisition design (Project GLAD) training to 33 district teachers. Teachers from two AISD campuses were selected to participate in the district's pilot of the Project GLAD program. This report summarizes Fall 2014 survey responses from the 33 teachers who participated in the training.
The Public, Parents, and K-12 Education: A National Polling Report [May 2022]
Author: EdChoice
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Elementary Secondary Education,Attitudes,School Effectiveness,Political Attitudes,Gender Issues,Child Safety,Child Health,Expenditure per Student,COVID-19,Pandemics,School Choice,Educational Policy

This poll was conducted between May 12-May 17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Most parents would give their child's school an above average grade this past year. Although high school parents are less likely to give an 'A' than K-8 parents; (2) Americans are more likely to prioritize education issues over others when thinking about voting for local offices. Women's issues saw the largest increase across local, state, and federal levels; (3) Despite a small decrease in May, the majority of school parents still felt comfortable with their child attending school right now; and (4) Americans are much less likely (-17 points) to say their state's per-student spending is &quot;too low&quot; when given a publicly reported statistic. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [November 2022]
Author: EdChoice
Date: 2022-11-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Public Opinion,Elementary Secondary Education,Adults,Gender Differences,Educational Attainment,Age Differences,Racial Differences,Ethnicity,Geographic Regions,COVID-19,Pandemics,Barriers,Political Affiliation,Government Role,Communities of Practice,Costs,Tutoring,Charter Schools,Educational Vouchers,Money Management,School Choice,Home Schooling,Private Schools,Public Schools,Educational Quality,Intellectual Disciplines,Job Skills,Skill Development,Educational Finance,Expenditure per Student,Socioeconomic Status,Student Development,School Safety,Enrollment,Violence,Weapons,Bullying

This poll was conducted between November 10-14, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) In November, economic issues dominated voting priorities at the local, state, and federal levels. Education had decreased in priority across those levels; (2) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint; (3) Three out of five parents believe their child's teacher does an effective job teaching English/Language Arts and Math; and (4) Roughly half of school parents think their own child is progressing 'very well' academically, socially, and emotionally. School parents are much more pessimistic about how their friends' children are doing in school, compared to their own children. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.
Teens, High School Parents, and Their Pandemic Schooling Perspectives: A National Polling Report [May 2022]
Author: EdChoice
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Parents,Pandemics,COVID-19,Attitudes,College Bound Students,Academic Aspiration,College Attendance,Wellness,Blended Learning,In Person Learning,Politics,Social Influences,Educational Improvement,Student Experience,Opinions

These polls were conducted between March 12-27, 2022 among a national sample of 1,000 teens and between March 12-4, 2022 among a national sample of 1,030 high school parents. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region and a target sample of High School Parents based on gender, age, race, and education. Among the key findings are: (1) High school parents and teens express very different outlooks about the future; (2) About half of teens still plan on attending college after high school, despite the pandemic's influence; (3) High school parents generally believe their wellness has stayed about the same during the pandemic, which differ from teens' responses; (4) Teens are split on their preferences between full-time regular schooling and hybrid schooling; (5) High school parents and teens seem to have different observations about how prevalent social/political topics are shared at school; and (6) Teens view improving education as one of the most important public policy issues right now. This report highlights: (1) post-high school plans; (2) COVID-19 and pandemic schools; (3) school year experiences; (4) current perspectives; and (5) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [October 2022]
Author: EdChoice
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Elementary Secondary Education,Opinions,Psychological Patterns,Economic Factors,Political Influences,Politics,School Choice,Educational Policy,Parent Teacher Cooperation,Interpersonal Communication,Social Support Groups,Tutoring,Extracurricular Activities,Public Opinion

This poll was conducted between October 7-9, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents are much more pessimistic about how their friends' children are doing in school, compared to what they say about their own children; (2) Parents report that communication and support are the most important attributes they need from teachers and school leaders. Transparency is seen as more necessary from school leaders than teachers; (3) In October, economic issues still dominate voting priorities at the local, state, and federal levels. Education increased in priority at the local, state, and federal levels; and (4) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.
The Views of Special Education Parents: Schooling Experiences and Opinions during the COVID-19 Pandemic--A National Polling Report [March 2022]
Author: EdChoice
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Special Education,Students with Disabilities,Preferences,COVID-19,Pandemics,School Closing,Elementary Secondary Education,School Choice,Educational Policy,Barriers,In Person Learning,Immunization Programs,Health Behavior,Institutional Characteristics,Home Schooling,Family Characteristics,Individualized Education Programs,Distance Education,Communities of Practice,Tutoring,Charter Schools,Educational Vouchers,Money Management

Unless otherwise noted, data and charts in this report are based on surveys conducted between October 12, 2021 and January 16, 2022 among a sample of 998 special education parents and 3,716 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of Parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) A very large proportion of special education parents -- two out of three -- say they prefer having their child be schooled at home at least one day per week. This is a slightly higher proportion than that of non-special needs parents; (2) Special education parents are much more likely than other parents to report they have a child in a learning pod or receiving tutoring outside of school; (3) Compared to other school parents, special education parents are more likely to feel various resources such as individualized learning plans and access to mental health supports and counseling will be beneficial to their children; and (4) Special education parents have a wide range of schooling preferences, regardless of financial costs or transportation factors. This report highlights: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.
Across the Aisle: Bridging the Education Divide. What Voters and Parents Want in Education
Author: Wise, Bob
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Emergency Programs,COVID-19,Federal Aid,Grants,Pandemics,Public Opinion,Educational Improvement,Parents,School Safety,Mental Health,Job Skills,Career Readiness,Achievement Gains,National Competency Tests,Literacy Education,State Action,Parent Attitudes

Since the pandemic began, parents have been less satisfied with existing school systems, and they want to see greater transparency and education customization that meets students where they are. Nearing the final deadline to obligate remaining Elementary and Secondary School Emergency Relief (ESSER) funding, state and local policymakers can take additional steps over the next two years to maximize their return on investment. This report serves as an update to the 2021 report, &quot;The COVID Constituency: Emerging Priorities for Education Leaders&quot; (ED622895). The report synthesizes public survey results and contains practical steps for moving forward. With a looming deadline, it is more important now than ever to move quickly and thoughtfully to improve education systems for all students. [For &quot;Across the Aisle: What Voters and Parents Want in Education. The Hunt Institute's 2022 Nationwide Voter &amp; Parent Education Survey Results,&quot; see ED626552.]