ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Development as a Strategy in School Improvement. Policy Brief
Author: Pechota, Damion
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Principals,Professional Development,School Turnaround,State Policy,Leadership Effectiveness,Instructional Leadership,Professional Autonomy,Administrator Role,Leadership Training,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid,School Districts

School leadership is a key component of successful school environments and academic performance strategies. Among school-related factors, school leadership is second to teaching in its impact on student learning. In addition, research shows that strong leaders contribute significantly to successful school turnaround. To ensure that school leaders are equipped to lead their schools and effective in school improvement efforts, states can employ a variety of policy levers. This brief highlights three types of state policy initiatives that can effectively support principals as they engage in school improvement: (1) role recognition; (2) statewide support systems; and (3) federal funding.
The Role of Relative Age Effect on Fundamental Movement Skills in Boys and Girls
Author: Imamoglu, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Age Differences,Gender Differences,Elementary School Students,Grade 1,Foreign Countries,Motor Development,Body Height,Body Composition

This study aims to investigate the effect of relative age effect on the development of fundamental movement skills in boys and girls. Data were collected from primary school first grade 22 boys and 33 girls students aged 5-6 years. Three age groups have been formed as 68-76, 77-80 and 81-89 months for boys, 71-75, 76-80 and 81-84 months for girls, respectively. Fundamental movement skill levels have been determined by the Test of Gross Motor Development. This study showed that the body height of boys and the body mass index of girls were significantly differentiated according to age groups. Only leap in male and side gallop skill in females were also significantly differentiated according to age groups. The limited effect of the relative age effect in this study may be due to the inactive lifestyle of children, the lack of pre-school movement education, and interactions between inadequate socio-economic and environmental conditions in Turkey. [Selected Paper of 7th World Conference on Educational Technology Researches (WCETR-2017) 20-22 April 2017 AAB College, Pristina, Republic of Kosovo.]
Chemistry Students&apos; Opinions about Taking Chemistry Education as Distance Education
Author: Sivrikaya, Serpil Özkurt
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Student Attitudes,Distance Education,Educational Technology,Socioeconomic Influences,Costs,Transportation,Housing,Gender Differences,Parent Background,Educational Attainment,Vocational Schools

The aim of this study is to determine the opinions of the students studying in chemical and chemical processing technologies departments on take chemistry education in the form of distance education. The research sample consists of students studying in chemistry and petrochemical technology programs in Kocaeli Vocational School. It was applied to students studying in related departments in the fall semester of 2018-2019. The sample consists of 149 students. The mixed method has been adopted in the research. Scale and interview questions were prepared with the literature review. The reliability coefficient of the Chemistry Distance Education Scale was 0.945. There was a high correlation between the dimensions of the scale consisting of three dimensions. In quantitative research; a relationship was found between income and chemistry distance education. It was found that students with low income level were eligible for distance education in chemistry. Distance education diminish students' costs of housing and transportation. In addition, there is no relationship between the gender of the students, the type of education, the level of education of the parents, the department and the class. The qualitative research findings are: a large part of the students indicate that the distance education infrastructure is not sufficient. According to the students, chemistry education is considered to be sufficient for theoretical knowledge only as distance education. Students do not want to take laboratory applications as distance education. Distance education cannot eliminate the need to touch materials while adding visuality. It is determined that students are not ready to take chemistry education from distance education as cultural and cognitive.
2017 Annual Report: Every Chance for Every Child
Author: Colorado Children's Campaign
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Poverty,Early Childhood Education,Achievement Gains,Child Welfare,Achievement Gap,Educational Policy,Tax Credits,State Programs,Low Income Groups,Expenditures,Elementary Secondary Education

Children's Campaign examines child well-being across the state and identify data-driven solutions to improve the lives of Colorado's kids. In 2017, the Campaign was relentless in their efforts to ensure every chance for every child. Highlights for the year include: (1) Colorado's child poverty rate fell to 13 percent in 2016--its lowest point in more than a decade; (2) Gains were seen for children of all races and ethnicities in Colorado. This brief report shows the progress the Campaign is making and the numerous ways in which they use research, policy and advocacy to make Colorado the best state for kids. [For the 2016 report, see ED586467.]
Moving to Net Zero: Colleges Leading the Way. 2016 Sustainability Report
Author: Colleges Ontario (Canada)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Sustainable Development,Climate,Energy Conservation,Environmental Research,Partnerships in Education,School Community Relationship,School Business Relationship,College Graduates,Student Transportation,Educational Facilities Design,Change Strategies,Leadership,College Role

Climate change is one of the most significant challenges today. Throughout the world, countries are taking bold steps to create a healthier and sustainable planet. Colleges have developed and implemented broad and significant measures to reduce carbon emissions and combat climate change, in everything from the development of new programs in renewable energy and sustainable construction practices, to facility and building upgrades that have cut energy use and emissions. This report features highlights from all 24 colleges of initiatives and projects that put Ontario on the path towards a profound transformation to greater sustainability.
In It Together: Taking Action on Student Mental Health
Author: Colleges Ontario (Canada)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Mental Health,Wellness,Higher Education,Access to Health Care,College Students,Student Needs,School Role,Government Role,Agency Role,Health Services,Financial Support,Peer Counseling,Prevention,Mental Disorders,Resilience (Psychology)

Providing effective support for mental health challenges is one of the most pressing issues on post-secondary campuses today. Throughout Ontario, colleges and universities have made mental wellness a priority. But this has created escalating pressures on institutions whose core mandate is to provide higher education and training. It is time for Ontario to pull together and adopt a comprehensive, holistic approach that includes government, educators, health-care providers and community organizations. Students must have access to a suite of supports and services that address the spectrum of student mental health needs. Recognizing that Ontario must be proactive in addressing current challenges and responding to future challenges, the College Student Alliance, the Ontario Undergraduate Student Alliance, Colleges Ontario and the Council of Ontario Universities have come together to develop an action plan on post-secondary student mental health based on three key principles. Together, they have identified priorities and recommendations to guide and strengthen the delivery of mental health services for post-secondary students across the province. These principles, priorities, and recommendations are shared here. [This report was co-produced by the College Student Alliance and the Ontario Undergraduate Student Alliance.]
Prekindergarten Education Program: Effects of HISD Prekindergarten on Kindergarten Performance, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-01-15
Type: Reports - Research
Subjects: Preschool Education,Preschool Curriculum,Literacy,Numeracy,Social Development,Emotional Development,Student Needs,Culturally Relevant Education,Program Effectiveness,Academic Achievement,Enrollment Trends,Reading Achievement,Mathematics Achievement,Economically Disadvantaged,Socioeconomic Influences,Early Intervention,English Language Learners,Kindergarten,Special Education

In compliance with the Texas Education Code, the Houston Independent School District (HISD) has provided free prekindergarten classes for eligible Houston area four-year old students since the 1985-1986 scholastic year. The program curriculum focuses on beginning literacy, numeracy, and socio-emotional development, supporting the individual linguistic and cultural needs of the children served. The purpose of this evaluation is to examine the extent that students' benefit from attending HISD prekindergarten. To determine the academic benefits of prekindergarten, the academic performance of students who attended HISD prekindergarten were compared to students who were not enrolled in prekindergarten the previous year after controlling for various demographic characteristics. The current report also examines prekindergarten program enrollment trends and the proportion of kindergarten students enrolled in HISD prekindergarten from 2006-2007 to 2012-2013. Findings from the evaluation are consistent with previous evaluations (Corkin, 2012) and suggest that the effects of HISD prekindergarten on students' kindergarten Stanford reading and math performance are stronger for students who are economically disadvantaged. In other words, it seems that students who are economically-disadvantaged receive greater benefits from attending prekindergarten compared to their more affluent peers based on the greater gains made by economically-disadvantaged students who attended HISD prekindergarten in Stanford scores. Given that the current evaluation highlighted differences in student performance associated with attending HISD prekindergarten, future evaluations should examine additional variables to understand the extent that certain aspects of prekindergarten affect kindergarten performance.
Prekindergarten Education Program: Effects of HISD Prekindergarten on Kindergarten Performance, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-06-17
Type: Reports - Research
Subjects: Preschool Education,Preschool Curriculum,Literacy,Numeracy,Social Development,Emotional Development,Student Needs,Culturally Relevant Education,Program Effectiveness,Academic Achievement,Enrollment Trends,Reading Achievement,Mathematics Achievement,Economically Disadvantaged,Socioeconomic Influences,Early Intervention,English Language Learners,Kindergarten,Special Education

In compliance with the Texas Education Code, the Houston Independent School District (HISD) has provided free prekindergarten classes for eligible Houston area four-year old students since the 1985-1986 academic year. The program curriculum focuses on beginning literacy, numeracy, social emotional development as well as supporting the individual linguistic and cultural needs of the children served. The purpose of this evaluation is to examine the extent that students benefit from attending HISD prekindergarten. To determine the academic benefits of HISD prekindergarten programs, the academic performance of students who attended HISD prekindergarten programs were compared to students who were not enrolled in HISD prekindergarten programs in the previous year. The report addresses the following research questions: (1) The performance of HISD and Non-HISD prekindergarten students on the 2013-2014 kindergarten Stanford 10 and Aprenda 3 reading and mathematics subtests; (2) The effects of HISD prekindergarten programs on students' reading performance by student subgroups; and (3) The effects of HISD prekindergarten programs on students' mathematics performance by student subgroups. This evaluation also examined prekindergarten program enrollment trends and the proportion of kindergarten students enrolled in HISD and Non-HISD prekindergarten programs from 2006-2007 to 2013-2014. Findings from the evaluation suggested that HISD prekindergarten programs had positive effects on Black, Hispanic, economically disadvantaged, special education, limited English proficiency (LEP) and at-risk students' kindergarten Stanford and Aprenda reading and mathematics performance. The findings suggested that HISD prekindergarten program may help to close the achievement gap between disadvantaged students and their non-disadvantaged peers.
High School Reform in Perspective: Past Successes, Enduring Challenges, and Future Considerations. Issue Focus
Author: Price, Madeline
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: High Schools,Educational Change,Barriers,Teaching Methods,Instructional Improvement,High School Students,Small Schools,School Choice,Minority Group Students,Intervention,Comparative Analysis,Change Strategies,Educational Environment,Low Achievement,Disadvantaged Schools,Educational Innovation,Educational Improvement,Metropolitan Areas,Talent Development,Career Academies,Futures (of Society),Academic Support Services,Remedial Instruction,Academic Standards,Difficulty Level,Low Income Students

In a 2006 report, MDRC comparatively analyzed its evaluations of three comprehensive interventions -- Career Academies, First Things First, and Talent Development -- to identify strategies that address five critical challenges to reform: (1) creating a personalized and orderly learning environment; (2) assisting students who enter high school with poor academic skills; (3) improving instructional content and pedagogy; (4) preparing students for the world beyond high school; and (5) stimulating change in overstressed high schools. In this Issue Focus, the report analyzes recent research through the lens of the five challenges. In particular, the discussion focuses on the success of New York City's small high schools of choice (SSCs), which serve mostly low-income students of color. SSCs were developed and approved through a competitive proposal process administered by the New York City Department of Education (NYC DOE). Through this process, educators, school reform advocates, and other stakeholders and organizations were able to develop innovative ideas for new schools intended to improve high school education in the city. [For the 2006 report, &quot;Meeting Five Critical Challenges of High School Reform. Lessons from Research on Three Reform Models,&quot; see ED491634.]
An Evaluation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) and Texas Maternal, Infant and Early Childhood Home Visiting (MIECHV) Program in HISD, 2017-2018. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2018-09-17
Type: Reports - Evaluative
Subjects: Home Instruction,Parent Participation,Home Visits,Preschool Children,Program Evaluation,Academic Achievement,Reading Achievement,Mathematics Achievement,Achievement Tests,Standardized Tests,Scores,Basic Skills,Effect Size,School Readiness,Elementary School Students,Economically Disadvantaged

HIPPY [Home Instruction for Parents of Preschool Youngsters] was designed to assist parents from disadvantaged backgrounds with educational opportunities to prepare their children for school. HIPPY targeted children in 70 Houston Independent School District (HISD) elementary schools during the 2017-2018 academic year. This figure reflects an increase from 57 schools in 2015-2016, which was the first year of program expansion due to the Texas Home Visiting grant. Academic performance of HISD [Houston Independent School District] students whose parents participated in HIPPY was assessed using the kindergarten 2017 Logramos and Iowa reading and mathematics assessments, and the prekindergarten CIRCLE assessment that measured school readiness. HISD HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the Logramos and Iowa reading and mathematics subtests compared to the district and national averages. CIRCLE literacy and mathematics results yielded an increase in the proportion of students who met benchmark, from BOY to EOY, on subtests that assessed their ability to rapidly name letters and words as well as to name and discriminate shapes and numbers compared to the district. Parents' perceptions of their preschool child's acquisition of basic academic skills, as measured by the Bracken, showed increases from pre-test to post-test. Effect size analyses of Bracken results indicated a positive, moderate to large effect of HIPPY on children's school readiness in all areas measured. The Parent Involvement survey noted that families were more likely to engage in activities that supported literacy from pre-test to post-test with their children. Considering the program model, HISD HIPPY facilitates academic achievement and school readiness among preschool children and children in early education programs. A longitudinal study of HIPPY may determine the impact of the program as children transition to formal school settings and as they progress through school.
Home Instruction of Parents of Pre-School Youngsters (HIPPY) Program Evaluation, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-08-23
Type: Reports - Research
Subjects: Home Instruction,School Readiness,Preschool Children,Enrichment Activities,Learning Activities,Academic Achievement,Outcomes of Education,Parent Participation,Economically Disadvantaged,Parent Workshops,Safety,Parent Education,Hispanic Americans,Kindergarten,Grade 1,Identification

Home Instruction for Parents of Preschool Youngsters (HIPPY) is a school readiness program that helps parents prepare their preschool child for academic success. This home-based, family-focused program targets parents from disadvantaged backgrounds to offer educational enrichment opportunities for their three, four, and five-year old children. HIPPY USA authorizes HIPPY programs in the United States and provides operational support and technical assistance to participating school systems and local HIPPY programs nationwide. This report focuses on the following: (1) the demographic characteristics of students whose parents participated in the HIPPY program during the 2012-2013 school year; (2) a summary of the learning enrichment activities provided for parents and students; and (3) the 2013 academic performance rates of three cohorts of students who participated in HIPPY in school years 2010-2011, 2011-2012, and 2012-2013.
Home Instruction for Parents of Preschool Youngsters (HIPPY), 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-09-25
Type: Reports - Research
Subjects: Home Instruction,Parent Participation,Preschool Children,Program Descriptions,Program Effectiveness,Books,Access to Information,Reading Aloud to Others,Academic Achievement,Outcomes of Education,Limited English Speaking,At Risk Students,Economically Disadvantaged,Hispanic American Students,Elementary School Students,Reading Achievement,Mathematics Achievement,School Readiness,Cost Effectiveness

This report provides a summary of the Home Instruction of Parents with Preschool Youngsters (HIPPY) program activities and its effectiveness for HISD student participants. A total of 577 students and their parents participated in the Houston Independent School District (HISD) HIPPY program during the 2013-2014 academic year, which was more than twice the number of students in the previous year. Parental Involvement Survey results indicated an increase, from pre- to post-survey, in the average number of books that their children had access to and in the average number of minutes each day that a family member read to their child. The current impact of the program was measured using the 2014 Aprenda 3 results. The 2010-2011 and the 2011-2012 HISD HIPPY cohorts attained higher mean normal curve equivalents (NCEs) on the Aprenda 3 reading and mathematics subtests compared to HISD students at comparable grade levels.
Home Instruction for Parents of Preschool Youngsters (HIPPY), 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-12-09
Type: Reports - Research
Subjects: Home Instruction,Parent Participation,Program Evaluation,School Readiness,Preschool Children,Academic Achievement,Reading Achievement,Mathematics Achievement,Scores,Elementary School Students,Reading Tests,Mathematics Tests

This report contains the 2014-2015 evaluation report on the Home Instruction of Parents with Preschool Youngsters (HIPPY) Program. HIPPY is a school readiness program that helps parents prepare their preschool children for academic success. A total of 730 students and their parents participated in the Houston Independent School District (HISD) HIPPY program during the 2014-2015 academic year compared to 577 students in the previous year. HIPPY program sites expanded from 34 schools to 40 schools over the past two years. The current impact of the program was measured using reading and mathematics subtests on the 2015 Logramos and STAAR. Key findings include: (1) The 2009-2010 through 2011-2012 HISD HIPPY cohorts attained higher mean reading (ELA Total) and mathematics (Math Total) scores on the Logramos compared to HISD students. This trend was noted at third and fourth grades for the 2009-2010 cohort; second, third, and fourth-grades for the 2010-2011 cohort; as well as first, second, and third grades for the 2011-2012 cohort; (2) On the English STAAR, the district average scale score was higher than the 2009-2010 cohort score by 12 points at fourth grade, increasing to 37 points at fifth grade. Comparatively, on the Spanish STAAR reading test, the 2009-2010 cohort outperformed the district at third and fourth grades; and (3) On the English STAAR mathematics test, the mean scale scores of the cohort exceeded the mean scale scores of students districtwide at third, fourth, and fifth grades. The HIPPY cohort also outperformed students districtwide on the Spanish STAAR mathematics test at third and fourth grades.