ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating a Future-Oriented Culture in High Schools: The Impact of the College and Career Readiness Expansion (CCRE) Project
Author: Edmunds, Julie A.
Date: 2021-06-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,High School Students,Program Effectiveness,Grade 9,Grade 10,Dual Enrollment,College Credits,School Culture,Economically Disadvantaged,Student Needs,Pupil Personnel Services,Academic Support Services,Governance,Technical Assistance,Curriculum Development,Faculty Development,School Districts,Leadership Training,Academic Persistence,Dropout Prevention,Minority Group Students,Students with Disabilities,Secondary School Students,Limited English Speaking,Gender Differences,Grade 7,Grade 8,Grade 11,Grade 12,Courses,Advanced Placement Programs,Experiential Learning,Teaching Methods,Partnerships in Education,College School Cooperation,Interpersonal Relationship,Data Use,Decision Making,Community Colleges

The College and Career Readiness Expansion project was a five-year, federally funded effort to implement early college strategies in comprehensive high schools. This report presents the results from a quasi-experimental impact study of the project and a mixed methods examination of its implementation. Results showed that the program increased the percentage of students on-track for college in 9th and 10th grade and expanded the number of students taking dual enrollment courses, although there was no positive impact on college credits earned in high school. The implementation study found that schools were created a more future-oriented culture.
Effective Professional Development. Guidance Report
Author: Collin, Joe
Date: 2021-10-08
Type: Reports - Evaluative
Subjects: Guidance,Educational Quality,Teacher Effectiveness,Teacher Qualifications,Classroom Techniques,Faculty Development,Educational Practices,Networks,Teaching Methods,Teacher Motivation,Knowledge Base for Teaching,Program Design,Program Implementation,Elementary School Teachers,Secondary School Teachers

Supporting high quality teaching is pivotal in improving children's outcomes. Indeed, research tells us that high quality teaching can narrow the disadvantage gap. It is therefore hugely encouraging to see a host of new initiatives and reforms that recognise the importance of teacher quality such as the Early Career Framework and the new National Professional Qualifications. These exemplify a growing consensus that promoting effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes, and this guidance further reflects this, offering recommendations on how to improve professional development and design and select more impactful PD. PD has great potential; but it also comes with costs. We know that teachers engage in professional development activities whilst balancing multiple and, at times, competing commitments and time pressures. The need is clear, therefore, for PD to be well-designed, selected, and implemented so that the investment is justified. This guidance will support schools in selecting external PD and designing and delivering their own PD. It will also support external providers in designing, delivering, and explaining their offering to schools. To develop the report's three recommendations, the authors reviewed the best available international research as well as current practice, and consulted with school leaders and academics. As with all Education Endowment Foundation (EEF) guidance reports, its publication is just the start of how the authors aim to support schools in implementing these recommendations. The authors will be working with the sector, including through colleagues in the Research Schools Network, to build on them with further training, resources and tools. [For the report, &quot;What Are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-Analysis,&quot; see ED615914.]
What Are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-Analysis
Author: Sims, Sam
Date: 2021-10-00
Type: Information Analyses
Subjects: Teacher Effectiveness,Faculty Development,Program Design,Educational Quality,Meta Analysis,Program Effectiveness,Intervention,Academic Achievement,Teacher Motivation,Knowledge Base for Teaching,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Guidance,Research Reports,Achievement Gains

Teachers have an important influence on pupils' academic progress, yet the quality of teaching varies widely. Policymakers, school leaders, and teacher educators therefore face the challenge of designing and commissioning professional development (PD) to help all their teachers become as effective as the best teachers. In the last two decades, a large number of experimental evaluations have tested the impact of different approaches to teacher PD. However, impact varies widely, which raises the question of what--if anything--differentiates more effective PD from less effective PD. The objective of this review is to identify the characteristics of more effective PD. This report presents the results of an updated systematic review and meta-analysis, employing novel theory and methods to provide new insights on this important question. It includes the results of analyses pre-registered in the published protocol. In sum, the results suggest that policymakers, school leaders, and teacher educators should favour PD designs that incorporate more of the mechanisms set out in the theoretical framework. [For &quot;Effective Professional Development. Guidance Report,&quot; see ED615913.]
How to Text Message Parents to Reduce Chronic Absence Using an Evidence-Based Approach. Toolkit. NCEE 2022-001
Author: Kurki, Anja
Date: 2021-12-00
Type: Guides - Non-Classroom
Subjects: Handheld Devices,Telecommunications,Written Language,Computer Mediated Communication,Attendance,Parent Participation,Evidence Based Practice,Program Effectiveness,Parent School Relationship,Communication Strategies,School Districts,Information Technology,Professional Personnel,Program Implementation

This toolkit is for school districts that are considering using text messaging to improve attendance. Text messaging can reach large numbers of parents with minimal cost. This toolkit is intended to enable district leaders and staff to: (1) Consider goals and priorities for using text messaging to communicate with parents about student absences; (2) Understand the attendance data collection procedures and information technology (IT) infrastructure needed to implement a texting strategy; (3) Consider whether the text messaging strategies used in the Parent Messaging Study are feasible to adopt and implement; and (4) Set up a text messaging system using the district's student information system and (if appropriate) a short messaging service (SMS) vendor. The Background section of this toolkit provides an overview of chronic absence in elementary schools and describes the texting strategy that was found in the Parent Messaging Study to reduce chronic absence rates. Part I is for &quot;district leadership and the team in charge of planning for student attendance text messaging.&quot; This section will help district staff assess their needs, examine capabilities, and plan to implement the messaging strategy. Part II is geared specifically to &quot;district staff working with the student information system and district IT.&quot; It describes key actions to set up and monitor a text messaging system and provides information about security and privacy considerations. Part III is a set of tools and resources to support the district's work on both Parts I and II. The Example Attendance Text Messaging Blueprint is the same blueprint that was used in the Parent Messaging Study. The other tools were developed specifically for this guide.
Impacts of Home Visits on Students in District of Columbia Public Schools. REL 2022-128
Author: McKie, Allison
Date: 2021-11-00
Type: Reports - Research
Subjects: Program Effectiveness,Home Visits,Public Schools,Elementary School Students,Elementary School Teachers,Family Involvement,Parent Teacher Cooperation,Discipline,Attendance,Mathematics Achievement,Language Arts,Academic Achievement,Family School Relationship

This study examined the impacts of structured relationship-building teacher home visits conducted in grades 1-5 as part of a family engagement program in the District of Columbia Public Schools. Using a matched comparison group research design, the study measured the impacts of the home visits on student disciplinary incidents and attendance. The study found that a home visit before the start of the school year reduced the likelihood of a student having a disciplinary incident in that school year. During the school year following a home visit, 9.27 percent of visited students had a disciplinary incident compared with 12.22 percent of nonvisited comparison students. The study also found that, on average, a home visit slightly improved student attendance. The attendance rate averaged 95.28 percent for visited students and 94.93 percent for nonvisited comparison students. [For the Study Snapshot, see ED615921. For the appendixes, see ED615922.]
Impacts of Home Visits on Students in District of Columbia Public Schools. Study Snapshot. REL 2022-128
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Home Visits,Public Schools,Elementary School Students,Elementary School Teachers,Family Involvement,Parent Teacher Cooperation,Discipline,Attendance,Mathematics Achievement,Language Arts,Academic Achievement,Family School Relationship

Structured relationship-building teacher home visits have emerged as a promising method to increase parent engagement and improve student outcomes, but there is limited evidence on their effectiveness. The District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic to rigorously evaluate the impacts of teacher home visits conducted as part of DCPS's Family Engagement Partnership (FEP) program. This Study Snapshot highlights key findings from the Regional Educational Laboratory Mid-Atlantic's study examining the impacts of home visits conducted by teachers in FEP schools before the start of the 2014/15-2016/17 school years on the outcomes of visited students in grades 1-5 in those years. [For the full report, see ED615918. For the appendixes, see ED615922.]
Impacts of Home Visits on Students in District of Columbia Public Schools. Appendixes. REL 2022-128
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2021-11-00
Type: Reports - Research
Subjects: Program Effectiveness,Home Visits,Public Schools,Elementary School Students,Elementary School Teachers,Family Involvement,Parent Teacher Cooperation,Discipline,Attendance,Mathematics Achievement,Language Arts,Academic Achievement,Family School Relationship

The &quot;Impacts of Home Visits on Students in District of Columbia Public Schools&quot; study examined the impacts of structured relationship-building teacher home visits conducted in grades 1-5 as part of a family engagement program in the District of Columbia Public Schools. Using a matched comparison group research design, the study measured the impacts of the home visits on student disciplinary incidents and attendance. This document presents the following four appendixes that accompany the study: (1) Literature review; (2) Methods; (3) Baseline Equivalence; and (4) Explanation for Dropping the Analysis of Family Engagement Collaborative Home Visits. [For the full report, see ED615918. For the Study Snapshot, see ED615921.]
Wyoming Community College System Annual Enrollment Report. Academic Year 2020-2021
Author: Wyoming Community College Commission
Date: 2021-08-04
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,College Credits,Intellectual Disciplines,Vocational Education,College Transfer Students,Racial Differences,Dual Enrollment,Teacher Student Ratio,Developmental Studies Programs

This report provides an annual look at the summer 2020, fall 2020 and spring 2021 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2018 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report without the need to consolidate individual reports from each of the seven colleges. [For the 2019-2020 report, see ED609701.]
Understanding Postsecondary Enrollment Trends in Washington and How the COVID-19 Crisis Continues to Impact Students&apos; Postsecondary Opportunities. Research Brief
Author: Kwakye, Isaac
Date: 2021-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Postsecondary Education,Enrollment Trends,Student Financial Aid,Barriers,College Attendance,High School Students,College Bound Students,Predictor Variables,High School Seniors,Gender Differences,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,Undergraduate Students,Student Characteristics,Grade Point Average,School Closing,Online Courses,Costs,Public Colleges,Institutional Characteristics,Academic Persistence,English Language Learners,Homeless People,Immigrants,State Aid,Grants,Federal Aid

Higher education is increasingly important for individual wellbeing, the economic competitiveness of Washington state, and the state's recovery from the COVID-19 crisis. However, postsecondary enrollment trends have not kept pace with the state's changing economic needs and expanded financial aid programs. Issues with stagnant direct enrollment rates in Washington are being further compounded by the COVID-19 pandemic. Evidence suggests that the pandemic has affected postsecondary enrollment and may continue to impact the college-going culture in the state. This research brief presents evidence around postsecondary enrollment trends, including enrollment data leading up to and during the pandemic, as well as trends in financial aid applications that are associated with postsecondary enrollment. The aim of this brief is to help institutional leaders and higher education stakeholders in Washington understand current trends and address challenges in postsecondary enrollment to help more students complete postsecondary programs and gain a meaningful credential.
West Virginia COVID-19 2020: From Outbreak to Recovery Advisory Council. Grades 6-12 Instruction and Learning Considerations and Supports for Re-Entry
Author: West Virginia Department of Education
Date: 2020-08-24
Type: Guides - General
Subjects: COVID-19,Pandemics,Statewide Planning,Educational Planning,Secondary Education,Equal Education,Educational Strategies,Intervention,Educational Assessment,Family Involvement,School Schedules,Transitional Programs,Electronic Learning,Web Based Instruction,Virtual Schools,Faculty Development,Language Arts,Mathematics Education,Science Education,Physical Education,Social Studies,Art Education,Driver Education,Physical Activities,Academic Standards

This document is designed to assist districts, administrators, and educators with all phases of the West Virginia COVID-19 2020 reentry planning process. This is a living, iterative, document that will be updated regularly to best benefit those associated with the grade six through grade twelve education community in West Virginia. This document includes four sections: (1) Equity, Structure and Logistics; (2) Grade 6-12 Instruction, Interventions and Assessments; (3) Grades 6-12 Professional Learning; and (4) Extended Learning Opportunities.
West Virginia&apos;s Transformative System of Support for Early Literacy: A Report of Progress
Author: West Virginia Department of Education
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Primary Education,Emergent Literacy,Achievement Gap,Reading Programs,State Programs,COVID-19,Pandemics,School Readiness,Attendance,Enrichment Activities,Developmentally Appropriate Practices,Reading Instruction

West Virginia's third grade literacy efforts serve as a catalyst for the development and subsequent growth of a comprehensive approach to early learning in West Virginia for children ages birth through third grade. The West Virginia Leaders of Literacy: Campaign for Grade Level Reading has been developed to assist all 55 West Virginia counties in closing early literacy achievement gaps in West Virginia. These efforts are supported by the West Virginia Department of Education, the West Virginia Board of Education, Governor Jim Justice, the West Virginia Legislature, and all 55 school districts. This report of progress includes the following sections: (1) Closing the Early Literacy Achievement Gap in West Virginia (WV) via the WV Leaders of Literacy: Campaign for Grade Level Reading; (2) Infrastructure to Support the West Virginia Leaders of Literacy: Campaign for Grade-Level Reading; (3) Transformative System of Support for Early Literacy; (4) Promoting Professional Growth: Leaders of Literacy Podcast Episodes; (5) COVID-19 Implications; and (6) West Virginia's Next Steps: Looking forward through the lens of the COVID-19 pandemic.
Secondary Career and Technical Education Activity in 2021. Policy Snapshot
Author: Keily, Tom
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Secondary Education,Vocational Education,Educational Policy,State Policy,Experiential Learning,Educational Finance,Educational Legislation,Access to Education,College School Cooperation

Secondary career and technical education has drawn increased attention from policymakers over the past several years. States have sought ways to connect secondary CTE to future learning and careers. Based on a review of 2021 legislative activity concerning secondary CTE, lawmakers in 46 states introduced at least 315 bills concerning CTE, and many prioritized: (1) Experiential and work-based learning opportunities; (2) Funding for CTE programming; (3) Increasing student awareness of CTE offerings; and (4) A focus on cross-agency collaboration and industry involvement. This Policy Snapshot includes details from eight legislative examples, in addition to providing a list of legislation enacted this year in each state for your reference.
Evaluation Report: Investing in Innovation Pathways to Success
Author: Lai, Mark H. C.
Date: 2021-00-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Student Motivation,School Districts,Program Evaluation,Program Implementation,Fidelity,Educational Technology,Delivery Systems,Electronic Learning,Academic Achievement,Grade Point Average,Language Arts,Mathematics Achievement,Learner Engagement,Outcome Measures,Difficulty Level

In 2016, McREL and the University of Southern California (USC) were awarded a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (Award Number U411C150011) to develop a translation of the identity-based motivation (IBM) in vivo program &quot;Pathways to Success&quot; to a digital platform to deliver IBM to middle and high school students. The resulting digital &quot;Pathways to Success&quot; program consisted of 12 15-minute digital platform activities, planned to take place over the first six to eight weeks in the Fall semester of 2017 in 10 schools from five districts in Colorado. While the former McREL research director and the original external evaluator led the field operation and the randomization process, in 2018, there was a change in the Principal Investigator at McREL, and an evaluator from USC was contacted to conduct the independent evaluation. Project data, including student and teacher responses and administrative data from schools in years 2016-2017, 2017-2018, and 2018-2019 were provided by McREL to the USC evaluator. The report documented the implementation fidelity and examined the impact of digital &quot;Pathways to Success&quot; on students' overall, English language, and Math achievement, and &quot;non-cognitive&quot; variables in the IBM theory.
The Judith P. Hoyer Early Care and Education Enhancement Program: Fiscal Year 2018. Annual Report
Author: Maryland State Department of Education, Division of Early Childhood
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Integrated Services,Low Income Groups,School Readiness,Student Evaluation,Accreditation (Institutions),Preschool Education,Access to Education,Public Education,Partnerships in Education,Budgets,Grants,Program Evaluation,Program Effectiveness,State Aid,Federal Aid

As the early education coordinator for Prince George's County Public Schools, Judith P. Hoyer lamented the gaps in available services for low-income families. In the 1990s, she created a central location in Adelphi, Maryland, for important early childhood services, thus fostering cooperation of governmental and private agencies around the needs of local families. After her untimely death in 1997, her husband, Congressman Steny Hoyer (D-MD), in partnership with then Governor Parris N. Glendening, led a successful movement to bring her model of collaboration to other areas of Maryland. As a result, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and Education Enhancement Program in May of 2000. That legislation addressed three important principles in Maryland's early childhood care and education programs: (1) Judy Centers -- The need for greater coordination among the providers of early childhood education and support services was essential in focusing the services and resources of the various programs and providers on families with high needs in designated Title I school zones. This type of collaboration provides a greater opportunity for positive outcomes for children and greater school readiness; (2) Kindergarten Readiness Assessment (KRA) -- the need for a uniform assessment of success in early childhood education. This allows the State to better measure progress with some definition of success, and a means to assess that success; and (3) Program Accreditation and Preschool for All -- the need to ensure that all preschool age children receive quality care and education by promoting professional development for the early education workforce and accreditation for childcare providers. This report provides a review of accomplishments and challenges in implementing the Judith P. Hoyer Early Child Care and Education Enhancement Program in State Fiscal Year 2018. [For the 2017 report, see ED615936.]