ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. PIRLS and ePIRLS 2016 Technical Report and User&apos;s Guide. NCES 2019-113
Author: Herget, Debbie
Date: 2019-07-00
Type: Reports - Research
Subjects: Achievement Tests,Grade 4,Reading Achievement,Foreign Countries,Reading Tests,International Assessment,Computer Assisted Testing,Reading Comprehension,Literacy,Student Characteristics,Test Construction,Scoring,Scaling,Sampling,Benchmarking,Response Style (Tests),Data Analysis,Sample Size

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student performance in reading literacy at the fourth grade. PIRLS 2016 marks the fourth iteration of the study, which has been conducted every 5 years since 2001. New to the PIRLS assessment in 2016, ePIRLS provides a computer-based extension to PIRLS, assessing students' comprehension of online information. A subset of the participating PIRLS 2016 education systems participated in ePIRLS. Internationally, the study was developed and implemented by the International Association for the Evaluation of Educational Achievement (IEA) and is designed to measure the reading knowledge and skills of fourth-grade students over time. Each country or education system is responsible for collecting its own data following detailed international requirements for target populations, sampling design, sampling size, exclusions, assessment administration, and defining participation rates. This report provides an overview of the design and implementation of PIRLS 2016 in the United States, along with information designed to facilitate access to the U.S. PIRLS 2016 data.
Trustee Handbook. A Publication of the Community College League of California
Author: Smith, Cindra J.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Governing Boards,Board Administrator Relationship,College Administration,Governance,Educational Policy,Educational Planning,Money Management,Educational Finance,Administrator Effectiveness,Trustees

The California Community College system is the largest system of higher education in the world, with 115 colleges organized into 73 districts, serving over 2 million students. By design, California's community college districts incorporate all of the state's territory. Virtually all Californians are within commuting distance of a community college. Districts vary in enrollment from the Lake Tahoe Community College District with 1,500 full-time equivalent students to the Los Angeles Community College District with 92,199 students. The colleges are publicly supported and locally oriented institutions that offer associate degrees, transfer education, and workforce development programs. They are part of California's three-tiered, public postsecondary educational system -- the California Community Colleges, California State University, and University of California. This handbook includes information on: (1) California Community Colleges; (2) The Governing Board; (3) Toward an Effective Board; (4) Policy, Planning, and Monitoring; (5) The Board and the CEO; (6) Board/Staff Relationships; (7) Fiscal Responsibilities; and (8) Resources. [Updates were provided by The League. The &quot;Trustee Handbook&quot; is updated annually. For the previous handbook, see ED586765.]
Filling the Pipeline: Advancing More Women into the C-Suite and on Corporate Boards
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Women Administrators,Corporations,Promotion (Occupational),Inclusion,Diversity,Organizational Culture,Accountability,Males,Mentors,Leadership,Training,Professional Development

From embracing diversity and inclusion to calling for an end to decision-making in the men's room, companies and organizations can take practical and systemic steps to increase women's leadership and further their advancement. &quot;Filling the Pipeline: Advancing More Women into the C-Suite and on Corporate Boards&quot; offers the following suggestions: (1) New approach: Leaders at the top can send a strong message that diversity and inclusion are part of their strategic priorities; (2) Accountability: Companies need to set measurable diversity objectives and hold senior management accountable for achieving them; (3) Corporate mindset: Organizations can promote cultural change through conversations, storytelling sessions and speaker series led by employee groups and department heads; and (4) Men's involvement: Nearly 50 percent of men think women are well represented in leadership, but research shows only one in 10 senior leaders is female. Companies need to make men part of the solution by educating them on the challenges that women face and motivating them to create gender diversity. The guide also spotlights select best-in-class practices from companies that are successful in advancing women into leadership.
Laws Affecting Students with Disabilities: Preschool through Postsecondary Education. CRS Report R45595, Version 5
Author: Dragoo, Kyrie E.
Date: 2019-03-13
Type: Reports - Descriptive
Subjects: Students with Disabilities,Elementary Secondary Education,Postsecondary Education,Transitional Programs,College Readiness,Special Education,Eligibility,Accessibility (for Disabled),Academic Accommodations (Disabilities),Definitions,Access to Education,Equal Education,Preschool Education,Disabilities,Educational Legislation,Federal Legislation,Civil Rights Legislation,Student Rights,Student Placement,Student Evaluation,Public Education

Often the biggest transition for students with disabilities and their families is from the supports and services provided in the preschool-12th grade (P-12) public education system to a college or university. At the P-12 level, three main federal laws impact students with disabilities: the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (ADA). For students receiving special education under the IDEA or receiving accommodations and services under Section 504, transitioning from the P-12 public education system to an institution of higher education (IHE) may affect how the school assesses their disability, their eligibility for receiving accommodations or services, and the supports, services, and accommodations available to them. This report examines those laws' impact on students with disabilities in three key respects: how they define disability; how they determine eligibility for services and protections; and how they ensure students with disabilities receive the accommodations and services they need to participate in all levels of education. [JD Hsin originally co-authored this report.]
Prisoners&apos; Eligibility for Pell Grants: Issues for Congress. CRS Report R45737, Version 2
Author: Dortch, Cassadria
Date: 2019-05-20
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Institutionalized Persons,Eligibility,Student Financial Aid,Higher Education,Correctional Institutions,Correctional Education,Barriers,Educational Legislation,Federal Legislation,College Students

In 1994, Congress passed and President Clinton signed the Violent Crime Control and Law Enforcement Act of 1994 (P.L. 103-322), which, among other things, made prisoners ineligible for Pell Grants. However, concerns about the financial and social costs of the growing prison population combined with concerns about the recidivism rate of released prisoners have led some policymakers to reconsider whether prisoners should be allowed to use Pell Grants to help cover the cost of postsecondary coursework. Pell Grants are intended to assist in making the benefits of postsecondary education available to eligible students who demonstrate financial need. Under Department of Education (ED) regulations, any student who is &quot;serving a criminal sentence in a federal or state penitentiary, prison, jail, reformatory, work farm, or other similar correctional institution&quot; is not eligible to receive a Pell Grant. However, in 2015 ED used its authority under the Higher Education Act (HEA) to create the Second Chance Pell Experiment to determine if access to Pell Grants would increase the enrollment of incarcerated individuals in high-quality postsecondary correctional education programs. Under the experiment, participating institutions of higher education, in partnership with federal and/or state correctional institutions, award Pell Grants to students who are otherwise Pell-eligible except for being incarcerated in a federal or state institution. The experiment is expected to conclude in 2020. This report provides a discussion of issues policymakers might consider if Congress takes up legislation to allow individuals incarcerated in federal and state facilities to receive Pell Grants. Before discussing these issues, the report offers a brief examination of relevant data on the prison population and the educational participation and attainment of incarcerated adults. This is followed by an overview of the history of the prohibition on allowing incarcerated individuals to receive Pell Grants, and a brief discussion of who is eligible for Pell Grants.
State and Local Financing of Public Schools. CRS Report R45827, Version 2
Author: Skinner, Rebecca R.
Date: 2019-07-23
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Elementary Secondary Education,State Aid,State Government,Local Government,School Districts,Public Schools,Federal Aid,Government Role,Federal Government,Grants,Court Litigation,Budgeting,Educational Policy,Educational Equity (Finance),Resource Allocation

The funding of public elementary and secondary schools in the United States involves a combination of local, state, and federal government revenues. State and local governments generally provide over 90% of the revenue available for public elementary and secondary education on an annual basis, with the federal government providing the remainder. As such, there is consistent congressional interest in understanding how the majority of available funds are provided to local educational agencies (LEAs) and, ultimately, to public schools. This report intends to provide context for consideration of the comparatively small but important role of the federal assistance programs in financing public education, discuss some of the ways that state and local finance policies and practices intersect with federal involvement, and explain selected key concepts in this field. The report provides a basic overview of the mechanisms used by states and LEAs to fund public education and an introduction to core school finance concepts. It then focuses on state school finance programs, the varieties of policies under which states provide funds to LEAs, and the local units of government that administer public K-12 education. The next section considers LEA programs to finance individual public schools. The report concludes with a review of recent efforts to collect and report data on the level of expenditures per pupil at individual public schools within LEAs, a topic that has garnered increasing interest among policymakers in recent years.
Cultural Heritage Bilingual Program Performance Report: English STAAR, Stanford, and TELPAS, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-27
Type: Reports - Research
Subjects: Elementary School Students,Bilingual Education,English Language Learners,Cultural Background,Heritage Education,Bilingual Students,Vietnamese,Mandarin Chinese,Semitic Languages,Urdu,Enrollment,Reading Achievement,Mathematics Achievement,Language Proficiency,Science Achievement,Social Sciences,Achievement Tests,Standardized Tests,Scores,Ethnic Groups

Texas Administrative Code (BB § 89.1205) specifies that all elementary schools must offer a bilingual program to English Language Learners (ELLs) whose home language is spoken by 20 or more students in any single grade level across the entire district. Based on this rule, in addition to Spanish speaking ELLs, students speaking Vietnamese, Mandarin, Arabic, and Urdu as their primary language are eligible for bilingual services. The Bilingual Cultural Heritage Program (CHBP) was developed for students in these language groups, and started in 2008-2009. CHBP is an early-exit bilingual program serving students in grades pre-K through 4. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessment of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard); (3) Stanford 10 mean normal curve equivalent (NCE) scores for reading, mathematics, language, science, and social science; and (4) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency.
ASPIRE Award Payout Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-03-31
Type: Numerical/Quantitative Data
Subjects: Merit Pay,Job Performance,Awards,Teacher Effectiveness,School Districts,Eligibility,Expenditures,Campuses,English Teachers,English (Second Language),Writing Teachers,Mathematics Teachers,Science Teachers,Social Studies,School Personnel,Administrators,Teacher Evaluation,Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Core Curriculum,Value Added Models,Student Improvement,Reading Teachers,Language Arts,Educational Improvement

In January 2007, the Houston Independent School District (HISD) inaugurated the Teacher Performance Pay Model, 2005-2006, becoming the first school district in the nation to implement a performance pay system of this magnitude based on individual teacher effectiveness. Improvements and enhancements were made to that model to form the district's comprehensive education-improvement model, &quot;Accelerating Student Progress: Increasing Results and Expectations&quot; (ASPIRE). This report focuses on the 2015-2016 ASPIRE Award, which was paid out on February 15, 2017. With the award payments on February 15, 2017, the ASPIRE award program ended. This report provides insight on the distribution of the 2015-2016 ASPIRE awards and a general overview of ASPIRE award consideration, eligibility, and disbursement over the last five years of program implementation.
The Role of External Support Providers in Improving K-3 Reading Outcomes in New York. CPRE Research Report #RB 2019-1
Author: Hatch, Thomas
Date: 2019-02-06
Type: Reports - Research
Subjects: Educational Improvement,Primary Education,Kindergarten,Grade 1,Grade 2,Public Schools,Elementary Schools,Reading Instruction,Program Effectiveness,Teacher Competencies,Educational Resources,Partnerships in Education,Cooperation,Literacy Education,Faculty Development

This brief provides a summary of the results of a project designed to help build the collective capacity and increase the impact of programs working to improve K-3 reading outcomes in New York City public elementary schools (the &quot;K-3 reading improvement sector&quot;). The first phase of this project identified all of the programs working in the sector in 2015 and then examined the extent to which a sample of programs have the goals, resources, personnel to improve K-3 reading outcomes across New York City. In 2016-17, the second phase of this project mapped the relationships among a sample of sector programs, the sources they rely on to support their work, and the NYC schools with whom they partner. Making these relationships visible shows to what extent students from different backgrounds and schools get access to valuable information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration. [To view the full report, &quot;Mapping the Reading Improvement Sector in New York City: The Role of External Support Providers in Improving K-3 Reading Outcomes,&quot; see ED597882. Additional support from the Brooke Astor Fund for New York City Education.]
Trends in Ratio of Pell Grant to Total Price of Attendance and Federal Loan Receipt. Data Point. NCES 2019-489rev
Author: Kelly, Emily
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Trends,Federal Aid,Grants,Educational Finance,Paying for College,Attendance,Student Financial Aid,Student Loan Programs,College Students

This Data Point is based on data from four iterations of the National Postsecondary Student Aid Study (NPSAS), a large, nationally representative sample survey of students that focuses on how they finance their postsecondary education. This Data Point includes data on the percentage of total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who received federal student loans for academic years 2003-04, 2007-08, 2011-12, and 2015-16. [This is a revision of an earlier report. For that report, see ED596179.]
The Rebuild America&apos;s Schools Act of 2019 (H.R. 865/S. 266): In Brief. CRS Report R45767, Version 2
Author: Shohfi, Kyle D.
Date: 2019-06-12
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Finance,Costs,Expenditures,Federal Aid,School Construction,Public Schools,Federal Legislation,Educational Legislation,Educational Facilities Improvement,Grants,Financial Support,Tax Credits

A 2014 study conducted by the National Center for Education Statistics within the U.S. Department of Education (ED) found that 53% of public elementary and secondary schools need to spend money on repairs, renovations, and modernizations to put their onsite buildings in good overall condition. The study estimated that the nationwide spending necessary to reach this standard would be approximately $197 billion, or about $4.5 million per school that needs improvements. This report provides a description of and background for selected provisions in the Rebuild America's Schools Act of 2019 (H.R. 865/S. 266), which would provide federal funding for public school construction. H.R. 865 was ordered to be reported by the House Committee on Education and Labor on February 26, 2019. As no action has been taken on the identical companion bill S. 266 since it was introduced in the Senate, this report addresses H.R. 865.
2012-2013 ASPIRE Award Payout Report, Updated July 2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-07-00
Type: Reports - Research
Subjects: Merit Pay,Job Performance,Awards,Teacher Effectiveness,School Districts,Eligibility,Expenditures,Campuses,English Teachers,Mathematics Teachers,Science Teachers,Social Studies,School Personnel,Administrators,Teacher Evaluation,Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Core Curriculum,Reading Teachers,Language Arts,Student Improvement,Value Added Models,Educational Improvement

In January 2007, the Houston Independent School District (HISD) inaugurated the Teacher Performance Pay Model, 2005-2006, becoming the first school district in the nation to implement a performance pay system of this magnitude based on individual teacher effectiveness. Improvements and enhancements of that model became the &quot;Recognize&quot; component of the district's comprehensive education-improvement model, &quot;Accelerating Student Progress. Increasing Results and Expectations&quot; (ASPIRE). This report focuses on the 2012-2013 ASPIRE Award, which was paid out on January 22, 2014. Highlights include the following: (1) For the 2012-2013 ASPIRE Award year, a total of 17,472 campus-based employees were considered. Of those, 10,330 (59.1%) met eligibility requirements. This is as compared to the 2011-2012 ASPIRE Award year, where a total of 17,522 campus-based employees were considered, and 12,343 (70.4%) met eligibility requirements; (2) For the 2012-2013 ASPIRE Award year, 5,132 (29.4%) of the 17,472 considered employees were paid; (3) In 2012-2013, among core foundation teachers who received some award, amounts ranged from $500 to $13,000, with an average award of $4,460. Although significantly fewer employees were paid an award, the average award was approximately $1,460 more in 2012-2013 than in 2011-2012 for core foundation teachers; and (4) The total amount awarded for the 2012-2013 ASPIRE Award was $18,069,566.50 -- an increase of approximately $400,300 from the prior year due to changes in the award model criteria.
Everyday ExcELLence Institute Program Evaluation, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-02-05
Type: Reports - Research
Subjects: Program Evaluation,English Language Learners,English (Second Language),Second Language Learning,Standardized Tests,Achievement Tests,Language Proficiency,Second Language Instruction,Secondary School Teachers,Faculty Development,Educational Research,School Districts,Middle School Teachers,Teacher Student Relationship,Reading Teachers,English Teachers,Mathematics Teachers,Science Teachers,Social Studies,Academic Achievement

Secondary-level English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, &amp; Assessment and Professional Support &amp; Development departments and was intended to provide secondary-level ELL teachers with practical instructional routines that could be used in a variety of content areas. This report summarizes data from the ExcELLence Institute training for teachers which occurred in 2012-2013. Included are demographic data for program participants, information on teacher reactions to the training and on their implementation of the strategies they learned, as well as data on the impact of training on the academic performance of students of those teachers. A total of 493 teachers attended the Everyday ExcELLence Institute, teaching in the areas of reading/ELA, mathematics, science, or social studies. Results showed that teachers were satisfied overall with the quality of the training. Teachers reported using most ExcELLence Institute strategies fairly frequently, but did express concern over the amount of ongoing support they had available, particularly from principals and others administrators. Finally, performance of English as a Second Language (ESL) students whose teachers received training showed some evidence for beneficial effects compared to ESL students whose teachers did not receive training. These effects depended on the teacher's core area and on the subject area tested, and teachers who implemented the strategies well appeared to have a greater impact on their students.