ethanporcaro/eric-fulltext-meta huggingface dataset:
GEAR UP Austin: Impacting Lives Project, 2003-04. Publication Number 03.15
Author: Alderete, Karen L.
Date: 2005-02-00
Type: Reports - Evaluative
Subjects: School Districts,Program Effectiveness,High School Graduates,Graduation Rate,Postsecondary Education,College Enrollment,Advanced Courses,Academic Achievement,Grants,College Readiness,Partnerships in Education,Low Income Students,At Risk Students,Intervention,Student Leadership,School Counseling,Guidance,Professional Development,High Schools,English Language Learners,Minority Group Students,Parent Participation,College Entrance Examinations

This report summarizes 2003-2004 program evaluation results for AISD's GEAR UP program to prepare an identified cohort of students for postsecondary enrollment.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2004-2005. Publication Number 04.02
Author: Washington, Wanda
Date: 2005-11-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Legislation,Federal Legislation,Elementary Secondary Education,Child Neglect,Delinquency,Institutionalized Persons,Homeless People,Emergency Shelters,Foster Care,Social Services,Correctional Institutions

This report summarizes AISD's 2004-2005 federal Title I funded activities and students served in facilities for neglected youth or facilities for delinquent youth in the Austin attendance zones.
Does Dual Enrollment Improve Progression through College and Earnings and Do Outcomes Differ by Sociodemographic Characteristics or Achievement Levels? A Quasi-Experimental Analysis of Colorado Students
Author: Buckley, Pamela B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Educational Attainment,Income,Outcomes of Education,Social Differences,Academic Achievement,College Students,High School Students,Academic Persistence,College Enrollment,College Admission,Predictor Variables

Using a two-stage, matched design, we found dual enrollment students enrolled in college within one year of their expected high school graduation at higher rates than control students who did not take college classes in high school (OR = 3.06). For students that matriculated within one year after high school, compared to control, treatment students showed higher rates of persistence (OR = 1.30), and completion of &quot;any&quot; degree (OR = 2.08), a two-year credential within two years (OR = 2.87), and a four-year degree within four years (OR = 1.61). And five years after high school, treatment students had higher earnings (g = .079). Subgroup findings revealed no significant moderation effects of the treatment by income, race, gender, or achievement level. Prior quantitative studies have largely failed to consider the role of academic achievement, so that is an important contribution of this paper. Ours is also the first study we are aware of to examine the impact of dual enrollment on earnings. While awaiting future research replicating our achievement and earnings results, results suggest dual enrollment is a promising strategy for increasing postsecondary success and earnings after college.
Exploring Equity Issues: Facilitating Race Talk in the Classroom--Lessons from Student Experiences
Author: Williams, Jasmine D.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: High School Students,Race,Discussion (Teaching Technique),Classroom Communication,Equal Education,Social Justice,Student Experience,Educational Practices,Racial Attitudes

Racial socialization, the process through which individuals learn about race and racism in society (Hughes et. al, 2006), begins in early childhood and continues throughout development. As young people try to make sense of the abundance of messages they receive about race (from home, friends, school, the media, etc.), nurturing spaces that allow them to unpack their racialized experiences are key for positive racial identity development and overall well-being. Not only do educators have a responsibility to provide such spaces for youth, but would also be remiss not to provide opportunities for students to critically examine how race and racism affects their lives. This brief addresses two concerns related to race talk in the classroom: (1) challenges and barriers for students, in particular high school aged youth, in talking about race; and (2) some tips and suggestions for educators who want to facilitate effective race talk.
Exploring Equity Issues: Language Difference or Language Disorder? ELs and Special Education
Author: Medina, Tery J.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,English Language Learners,Language Impairments,Special Education,Public Schools,Equal Education,Students with Disabilities,Identification,Academic Achievement,Interdisciplinary Approach,Multi Tiered Systems of Support,Faculty Development,Family School Relationship,Decision Making,Referral,Educational Legislation,Federal Legislation,Student Characteristics,Disproportionate Representation,Kindergarten,Elementary Secondary Education

There is a growing concern in US schools about the over-identification and under-identification of English Learners (ELs) with disabilities (Hoover &amp; Klingner, 2011; Hamayan, Marler, Sanchez Lopez, &amp; Amico, 2007; Artiles &amp; Ortiz, 2002). US Department of Education, National Center for Education Statistics data (2017) shows that the percentage of ELs that attend public schools has increased from 3.8 million (8.1%) in the fall of 2000 to 4.8 million (9.5%) in the fall of 2015. The US Department of Education National Center for Education Statistics (2018) data indicates that in the fall of 2015, some 713,000 ELs were identified as students with disabilities, representing 14.7 percent of the total EL population enrolled in public schools. There are several issues that contribute to the over-identification or under-identification of these students. This Exploring Equity Issues explores some of the factors contributing to this problem. Recommendations for appropriate identification are also discussed.
Unlocking Learning: The Use of Digital Learning to Support the Education and Inclusion of Refugees and Migrant Children in Bosnia and Herzegovina
Author: Poleschuk, Svetlana
Date: 2023-02-00
Type: Reports - Research
Subjects: Refugees,Immigrants,Teaching Methods,Blended Learning,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,German,Individualized Instruction,Best Practices,Program Effectiveness,Barriers,Outcomes of Education,Learning Activities,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Faculty Development,Partnerships in Education,Computer Software,Learning Motivation,Elementary School Students,Elementary School Teachers,Student Attitudes,Teacher Attitudes,Access to Education,Student Needs,Handheld Devices

In Bosnia and Herzegovina, the number of refugees and migrants arriving in the country has increased from just a few dozen arrivals annually prior to 2017 to 95,000 between 2018 and 2022. This increase has put incredible strain on the country's education systems. This research presents critical findings on the implementation and effectiveness of the Akelius digital learning application in Bosnia and Herzegovina, which was introduced as a tool to support refugee and migrant children's English and German language learning. The findings demonstrate that using the digital application in a blended learning approach in classrooms was especially useful for personalizing learning and supporting children with diverse learning levels and needs. The report also explores the challenges faced, and good practices to tangibly improve the implementation of digital learning in classrooms.
Transitioning to a Multi-Academy Trust Led System: What Does the Evidence Tell Us?
Author: Lucas, Megan
Date: 2023-01-00
Type: Reports - Research
Subjects: School Districts,Governance,Educational Change,Barriers,Administrative Organization,Educational Policy,Policy Analysis,Foreign Countries,Educational History,Futures (of Society),Public Schools,Private Schools,School Effectiveness,Elementary Secondary Education,Institutional Characteristics,Governing Boards,School Administration

Over the last two decades, the school system in England has evolved from a local authority (LA) led-system to a system in which today nearly half of all schools have been academised. As academisation has progressed, the Government has promoted the formation of multi-academy trusts (MATs) (House of Commons Education Committee, 2017; Department for Education, 2022k). This report provides new insights into the current MAT landscape by investigating how the mainstream school system has evolved so far. It sheds light on the key potential considerations and challenges in either pursuing an all-MAT system or in maintaining the current status quo, although it does not consider whether the ambition for a MAT-led system is desirable in itself. Finally, the report explores the role of LAs within the current school system and their views on the recent academisation policy proposals.
Unlocking Learning: The Use of Education Technology to Support Disadvantaged Children&apos;s Language Learning and Social Inclusion in Italy
Author: Poleschuk, Svetlana
Date: 2023-02-00
Type: Reports - Research
Subjects: Educational Technology,Educational Practices,Independent Study,Italian,English (Second Language),Second Language Learning,Second Language Instruction,Refugees,Immigrants,Computer Software,Teaching Methods,Student Motivation,Self Esteem,Students with Disabilities,Barriers,Educational Improvement,Foreign Countries,Preschool Education,Elementary Secondary Education,Computer Assisted Instruction,Classroom Techniques,Program Effectiveness,Outcomes of Education

In Italy, more than 700,000 asylum seekers and migrants arrived in the country between 2014-2020. Newly arrived children including refugees and migrants need to quickly acquire Italian skills to succeed in school and society. To help address this urgent need, the Akelius digital learning application was introduced in Bologna and Rome for Italian and English language learning in the 2021/22 school year. This research presents findings from the first year of implementation of the Akelius digital learning application in Italy. Results show the use of the application supported self-paced learning, boosted students' motivation and confidence and the use of the tool was especially beneficial for newly arrived children and children with disabilities. The report also explores challenges and good practices to inform improvements in the use of digital learning in classrooms.
State Compensatory Education, 2004-2005. Publication Number 04.13
Author: De La Ronde, Chris
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: School Districts,State Programs,Compensatory Education,Supplementary Education,At Risk Students,Academic Achievement,Standardized Tests,Graduation Rate,Program Evaluation,Credits,School Community Relationship,Nontraditional Education,Discipline,Elementary School Students,Juvenile Justice,After School Programs,High School Students,Specialists,Bilingual Education,Immigrants,Community Programs,Dropout Prevention,Intervention,School Counselors,Reading Programs,Literacy Education,Middle School Students,Tutorial Programs,Transitional Programs,School Nurses,Summer Programs,Outcomes of Education

State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2004-2005 school year.
Postsecondary Enrollment Summary Report: Classes of 2002-2004. Publication Number 04.10
Author: Alderete, Karen
Date: 2006-03-00
Type: Reports - Research
Subjects: School Districts,Postsecondary Education,Enrollment Rate,High School Graduates,In State Students,Out of State Students,Gender Differences,Racial Differences,African American Students,Pacific Islanders,Hispanic American Students,White Students,Class Size

This report describes the postsecondary enrollment rates for the AISD senior student Classes of 2002 through 2004.
INVEST: Working to Improve Outcomes for First-Time Substance Use Offenders. Evaluation Findings, 2004-2005. Publication Number 04.11
Author: McCracken, Kasey
Date: 2006-04-00
Type: Reports - Evaluative
Subjects: School Districts,Middle School Students,High School Students,Substance Abuse,Discipline,Prevention,Nontraditional Education,Communication Skills,Self Control,Emotional Response,Conflict Resolution,Problem Solving,Academic Support Services,Outcomes of Treatment,Program Implementation,Fidelity,Attendance Patterns,Student Promotion,Credits,Recidivism

The INVEST sessions are intended to help AISD students and their parents improve communication skills, improve anger management strategies, develop positive conflict resolution methods, develop problem solving skills, and access support services as needed. When a middle or high school student in AISD is removed from the home campus to the Alternative Learning Center (ALC) for a first-time substance use offense, he or she has the option of participating in INVEST. Students who choose to participate may return to their home campuses after attending four INVEST sessions with a parent or other significant adult.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2005-2006. Publication Number 05.08
Author: Washington, Wanda
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Legislation,Elementary Secondary Education,Federal Legislation,Child Neglect,Delinquency,Correctional Institutions,Institutionalized Persons,Emergency Shelters,Homeless People,Foster Care,Residential Institutions,Supplementary Education,Resource Allocation,Rehabilitation Centers

This report summarizes 2005-2006 school year activities at facilities for neglected youth and facilities for delinquent youth in the Austin Independent School District (AISD) attendance zones that were supported through federal Title I funds.
Online Learning Experiences and Satisfaction of Undergraduates in San Isidro College
Author: Taja-on, Evan P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Undergraduate Students,Student Satisfaction,Student Experience,COVID-19,Pandemics,Student Centered Learning,Technology Uses in Education,Feedback (Response),Time Factors (Learning),Teacher Characteristics

Educational institutions operating during the COVID-19 pandemic are openly using the online learning modality. The online learning environment offers students sustainable learning while staying in their own homes. This learning modality helps teachers in educating students who are studying under them. However, online learning presented problems for both students and teachers, hence affecting the quality of learning and instructions. These problems include technical issues, connection problems, and access to learning materials. The study adopted the design theory of technology-based student-centered learning as an initial foundation to explore elements of the online student-centered learning environment. The study utilized a mixed method research design employing the parsimonious embedded design. San Isidro College served as the research locale and the college students enrolled during the first semester of the academic year 2021-2022 served as the respondents of the study. The quantitative date was treated using mean and ANOVA and the qualitative data were thematically analyzed. The study discovered that the students were satisfied on all eight factors: learning device, online discussion, online learning, learning community, instructors' characteristics, dialogue between instructor and students, timeliness of feedback, and effectiveness of feedback. Among the eight factors, the timeliness of feedback showed that the students were most satisfied while the instructors' characteristics ranked the lowest. Overall, the learners were satisfied with their online learning experience.
Exploring Equity Issues: Introduction to Restorative Practices: An Equitable Approach
Author: Villani, Susan
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Restorative Practices,Educational Practices,Interpersonal Relationship,Discipline,Program Implementation,Elementary Secondary Education,School Districts,Educational Resources

Restorative practices is an approach to build relationships within a community. Its purpose is to prevent conflict and wrongdoing and respond to wrongdoing after it occurs. This article provides an introduction to restorative practices, including implementation challenges, success stories, and tips on how to get started. By adopting positive and inclusive tools to resolve conflict and build community, schools can provide a safe environment in which all students thrive.
A Data Inquiry Guide for Exploring Equity Issues and Solutions
Author: Villani, Susan
Date: 2021-03-00
Type: Guides - General
Subjects: Equal Education,Data Analysis,Audits (Verification),Educational Improvement,Culturally Relevant Education,Guides,Guidelines,Evaluation Methods,Teaching Methods,Cultural Awareness,Vignettes,Strategic Planning,Consciousness Raising,Case Studies,Middle School Students,Elementary School Students,School Districts,Teacher Collaboration,Educational Practices,High School Students,Student Characteristics,Race,Ethnicity,Sexual Identity,Sexual Orientation,Institutional Characteristics,Educational Experience,Outcomes of Education

This guide is designed to help teachers and administrators use data to continuously improve equity in schools. Educators can also use data to engage students, parents/guardians, the community, and others who want to make positive changes in schools to increase equity. The purposes of the guide are to: (1) Introduce MAEC's Equity Audit Tools as a framework for exploring and assessing educational equity; (2) Introduce the concepts of culturally responsive practice and pedagogy and cultural humility as two underpinnings for equity in schools; (3) Provide a step-by-step guide for supporting stakeholders to use data to identify equity concerns and solutions to increase equity; (4) Introduce scenarios that describe common equity issues encountered in schools and classrooms and provide examples of solutions to address them; (5) Guide educators and other stakeholders to create action plans to increase equity; and (6) Increase awareness of how well schools are working for all students.
Exploring Equity Issues: Community Engagement for Student Success
Author: Schlanger, Phoebe
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Community Involvement,School Community Relationship,Educational Resources,Educational Finance,Partnerships in Education,Elementary Secondary Education,Higher Education,Success

Each community has a complex makeup of intricate systems, cultures, and resources. Developing relevant and lasting systems for safe and supportive school environments requires communities, and the people and institutions within them, to be at the center. Tackling complex problems requires change within and across institutions and local systems and among the individuals working and living within them. Schools exist within communities. When a community is engaged in schooling, the entire school (including students and teachers) has expanded access to the resources offered by the community. The community also has an opportunity to deepen its investment in the outcomes of its youth. Part of Center for Education Equity's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper defines community engagement and offers strategies on ways schools and communities can work together to support student achievement. [This report was adapted from a forthcoming CEE publication by Vanessa Coleman.]
Exploring Equity Issues: Educators Use Data and Find Solutions to Improve Equity
Author: Villani, Susan
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Equal Education,School Districts,Educational Policy,Poverty,Minority Group Students,Decision Making,Educational Change,Data Use,Race,Ethnicity,Elementary Secondary Education,Access to Education,Educational Opportunities,Administrator Attitudes,Student Characteristics,Inquiry

Schools and districts continue to grapple with problems related to effectively addressing equity. Part of Center for Education Equity's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper provides an overview of how education leaders collect and use data to address questions related to equity, identify the root causes of their problems, and make decisions to implement change. Finally, there is a discussion on the need to examine how school district's policies and practices may limit the access and opportunities for some students, particularly students of color and those living in poverty.
Exploring Equity Issues: Engaging Immigrant and English Learner Families in Their Children&apos;s Learning
Author: Basterra, Maria del Rosario
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Immigrants,English Language Learners,Family Involvement,Family School Relationship,Cultural Influences,Barriers,Language Proficiency,Native Language,Language Usage

More than 50 years of research indicate that family engagement plays a critical role in supporting children's learning, encouraging grit, determination, and will to succeed. Moreover, findings show that when families are involved, children improve in a range of areas: better grades, higher scores on achievement tests, lower drop-out rates, regular school attendance, better social skills, improved behavior, leading to better chances students will graduate from high school and continue their education (Henderson &amp; Mapp, 2202; Smith, Stern, &amp; Shatrova, 2008; Hayes, 2012; Shute et al., 2011; Fan &amp; Chen, 2001). This report focuses on immigrant and English Learner (EL) families, specifically, engaging them in their children's learning. While the benefits of family engagement are well known, reaching immigrant parents and caretakers present many challenges -- from both sides: educators and immigrants.
Title I, Part A Summary Report: 2005-2006. Publication Number 05.07
Author: Doolittle, Martha
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,At Risk Students,Homeless People,Academic Achievement,Accountability,Measurement,Teachers,Students

This report summarizes AISD activities supported by Title I funds during the 2005-2006 school year.
Title I Evaluation, 2004-2005. Publication Number 04.04
Author: Doolittle, Martha
Date: 2005-10-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Federal Legislation,Elementary Secondary Education,Educational Legislation,Educational Finance,Budgets,Parent Participation,Family Involvement,Resource Allocation,Academic Support Services,School Choice,Curriculum Development,Grants,Homeless People,Private Schools,Counseling Services,Child Neglect,Delinquency,Teacher Qualifications,Teacher Attitudes,Academic Achievement,Data Use,Standardized Tests,Accountability,Paraprofessional School Personnel

The Austin Independent School District (AISD) received $19,270,573 in federal Title I Part A entitlement funding in 2004-2005 to support schools' efforts to provide students with the opportunity to acquire the knowledge and skills necessary to meet state academic performance standards. This report summarizes program evaluation information for AISD's federally-funded Title I program activities for the school year. [Abstract modified to meet ERIC guidelines.]