ethanporcaro/eric-fulltext-meta huggingface dataset:
Long Beach Unified School District: Positive Outliers Case Study. Positive Outliers Series
Author: Carver-Thomas, Desiree
Date: 2019-09-06
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,English Language Learners,Common Core State Standards,Administrative Organization,Equal Education,Professional Development,Special Needs Students,At Risk Students,Values,Administrators,Personnel Selection,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Instructional Leadership,Teacher Leadership,Barriers,Family Involvement,Alignment (Education),Accountability,Social Emotional Learning

Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within LBUSD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes key factors that enabled student success in LBUSD.
San Diego Unified School District: Positive Outliers Case Study. Positive Outliers Series
Author: Hernández, Laura E.
Date: 2019-09-06
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,English Language Learners,Common Core State Standards,Equal Education,Professional Development,Special Needs Students,At Risk Students,Administrators,Personnel Selection,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Teacher Leadership,Barriers,Family Involvement,Student Needs,Holistic Approach,Community Involvement,Curriculum,Educational Environment,Student Participation,Instructional Leadership

The San Diego Unified School District (SDUSD) supports teaching and learning in California's second-largest school district, educating students from preschool to high school each day. Nearly three quarters of SDUSD students are students of color, including 47% who are Latino/a and 9% who are African American. Almost 60% of students are economically disadvantaged, and 24% are English learners. Despite the wide achievement gaps across the state between students from different racial and socioeconomic backgrounds, SDUSD has excelled at supporting the learning of all students. SDUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study complements the research series by describing the practices and policies within SDUSD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this report describes how SDUSD has combined a commitment to instructional improvement and a system of holistic student supports to bolster achievement for all students. Additionally, it identifies five key factors that have enabled student success in SDUSD.
State and District Use of Title II, Part A Funds in 2018-19. Appendices. NCEE 2021-006A
Author: Isenberg, Eric
Date: 2021-02-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Aid,Educational Finance,Teacher Effectiveness,Administrator Effectiveness,Financial Support,Faculty Development,Recruitment,Class Size,Training,Labor Turnover,School Districts,Rural Schools,Urban Schools,Suburban Schools,Public Schools,Charter Schools,School District Size,Resource Allocation,School Surveys,State Surveys

These are the appendices for the report, &quot;State and District Use of Title II, Part A Funds in 2018-19.&quot; Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds, by expanding the option to transfer funds to other ESEA programs, and authorizing states to set aside additional funds for training principals and other school leaders. There are five appendices in the document, including: (1) Methodology; (2) Additional Report Exhibits; (3) Supplementary Exhibits; (4) State-by-State Exhibits; and (5) Survey Instruments. [For the full report, see ED610914.]
Sanger Unified School District: Positive Outliers Case Study. Positive Outliers Series
Author: Talbert, Joan E.
Date: 2019-09-04
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,English Language Learners,Common Core State Standards,Administrative Organization,Equal Education,Professional Development,Special Needs Students,At Risk Students,Administrators,Personnel Selection,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Principals,Central Office Administrators,Instructional Leadership,Family Involvement,Communities of Practice,Resources,Evidence Based Practice,Developmentally Appropriate Practices

Located just southeast of Fresno in California's Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students' steep and steady improvement on California's Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students' basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new state assessments of students' deeper learning. Sanger USD is one of seven districts studied by researchers at the Learning Policy Institute (LPI) in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within Sanger USD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through analyses of interviews, observations, and documents--and building upon the authors' prior research on Sanger's turnaround--this case study describes key factors that enabled district students to outperform their peers on tests of deeper learning.
Assistive Technology Act of 1998, Title I: State Grant Program. Annual Report to Congress: Fiscal Years 2001, 2002, and 2003
Author: National Institute on Disability and Rehabilitation Research (ED/OSERS)
Date: 2005-02-00
Type: Reports - Research
Subjects: Assistive Technology,Federal Legislation,Educational Legislation,Disabilities,State Aid,State Programs,Agency Cooperation,Financial Support,Outreach Programs,Rural Areas,Urban Areas,Disproportionate Representation,Technical Assistance,Coordination,Capacity Building,Demonstration Programs,Grants

The purpose of this report is to comply with the legislative mandate of the Assistive Technology (AT) Act of 1998 (Public Law 105-394) requiring the Secretary of Education to report annually on the activities funded under this Act (Section 103(c)). Section 103(c) of the AT Act of 1998 requires the following information on the AT State Grant program be submitted to the president and to Congress: (1) the demonstrated successes of the funded activities in improving interagency coordination relating to assistive technology, streamlining access to funding for assistive technology, and producing beneficial outcomes for users of assistive technology; (2) the demonstration activities carried out through the funded activities to -- (a) promote access to such funding in public programs that were in existence on the date of the initiation of the demonstration activities; and (b) establish additional options for obtaining such funding; (3) the education and training activities carried out through the funded activities to educate and train targeted individuals about assistive technology, including increasing awareness of funding through public programs for assistive technology; (4) the research activities carried out through the funded activities to improve understanding of the costs and benefits of access to assistive technology for individuals with disabilities who represent a variety of ages and types of disabilities; (5) the program outreach activities to rural and inner-city areas that are carried out through the funded activities; (6) the activities carried out through the funded activities that are targeted to reach underrepresented populations and rural populations; and (7) the consumer involvement activities carried out through the funded activities. All data reported in this report are from individual state AT grantee annual progress reports covering activities in fiscal years (FYs) 2001-2003. Use of the Web-based reporting system was not mandatory during the first year of its availability; hence, only 51 grantees provided reports on FY 2001 activities through that system. In FYs 2002 and 2003, all 56 grantees completed their annual reports via the Internet. This report presents data from FYs 2001-2003 and includes a limited comparative analysis for data reported for all three years.
Annual Report to Congress on the &quot;Assistive Technology Act of 1998,&quot; as Amended, for Fiscal Year 2006
Author: Rehabilitation Services Administration (ED)
Date: 2009-01-00
Type: Reports - Research
Subjects: Assistive Technology,Disabilities,Federal Legislation,State Aid,Grants,State Programs,Financial Support,Program Implementation,Outcomes of Treatment

The &quot;Assistive Technology Act of 1998,&quot; as amended by Public Law 108-364 (&quot;AT Act of 1998,&quot; as amended) requires that the secretary of education submit to Congress a report on the activities funded under that act. Specifically, the secretary of education is required to annually provide to Congress: (1) a compilation and summary of the information provided by the states in annual progress reports; and (2) a summary of the state applications and an analysis of the progress of the states in meeting the measurable goals established in state applications under Sec. 4(d)(3) of the &quot;AT Act of 1998,&quot; as amended. This document satisfies this requirement for FY 2006. Following an overview of the legislation that preceded the &quot;AT Act of 1998,&quot; as amended and description of the amendments made by P. L. 108-364, this report is organized as follows: (1) Part I reports on the FY 2006 performance of state grants for assistive technology programs as authorized under Sec. 4 of the &quot;AT Act of 1998,&quot; as amended; (2) Part II describes the FY 2006 performance of alternative financing programs funded under Title III of the &quot;Assistive Technology Act of 1998&quot; as in effect prior to the amendments of 2004 (&quot;AT Act of 1998&quot;); (3) Appendix A includes a table describing the activities conducted under the state grants for AT program during FY 2006; (4) Appendix B includes a description of the activities each state planned to carry out over the three-year period from FY 2006 through FY 2008, as of May 2007; (5) Appendix C lists the state grants for AT programs (referred to as statewide AT programs); and (6) Appendix D is a listing of alternative financing programs funded under Title III of the &quot;AT Act of 1998.&quot; [This report was co-produced by the Association of Assistive Technology Act Programs (ATAP). For &quot;Annual Report to Congress on the Assistive Technology Act of 1998 for Fiscal Years 2004 and 2005,&quot; see ED610922.]
Annual Report to Congress on the &quot;Assistive Technology Act of 1998,&quot; as Amended, for Fiscal Years 2007 and 2008
Author: Rehabilitation Services Administration (ED)
Date: 2011-04-00
Type: Reports - Research
Subjects: Assistive Technology,Federal Legislation,Disabilities,State Aid,Grants,State Programs,Financial Support,Outcomes of Treatment,Loan Repayment,Technical Assistance

The &quot;Assistive Technology Act of 1998,&quot; as amended by Public Law 108-364 (&quot;AT Act of 1998,&quot; as amended; &quot;AT Act&quot;; Act) requires that the secretary of education submit to Congress a report on the activities funded under that Act. Specifically, the secretary of education is required to annually provide to Congress: (1) a compilation and summary of the information provided by the states in annual progress reports to the Department; and (2) a summary of the state applications and an analysis of the progress of the states in meeting the measurable goals established in state applications under Sec. 4(d)(3) of the &quot;AT Act of 1998,&quot; as amended. This document satisfies this requirement for FY 2007 and FY 2008. Following an overview of the legislation that preceded the &quot;AT Act of 1998,&quot; as amended, and description of the amendments made by P. L. 108-364, this report is organized as follows: (1) Part I reports on the FY 2008 performance of state grants for assistive technology programs as authorized under Sec. 4 of the &quot;AT Act of 1998,&quot; as amended; (2) Part II describes the FY 2007 and FY 2008 performance of alternative financing programs funded under Title III of the &quot;Assistive Technology Act of 1998&quot; as in effect prior to the amendments of 2004 (&quot;AT Act of 1998&quot;); (4) Appendix A includes a table describing the activities conducted under the state grants for AT program during FY 2008; (5) Appendix B includes a description of the activities each state planned to carry out over the three-year period from FY 2009 through FY 2011, as of May 2010; (6) Appendix C includes a description of the Title III alternative financing programs, as of May 2010; (7) Appendix D lists the state grants for AT programs (referred to as statewide AT programs); and (8) Appendix E lists the alternative financing programs funded under Title III of the &quot;AT Act of 1998.&quot; [This report was co-produced by the Association of Assistive Technology Act Programs (ATAP). For &quot;Annual Report to Congress on the Assistive Technology Act of 1998, as Amended, for Fiscal Year 2006,&quot; see ED610923.]
Teaching for Powerful Learning: Lessons from Gateway Public Schools
Author: Cook-Harvey, Channa M.
Date: 2020-10-26
Type: Reports - Research
Subjects: Public Schools,Educational Environment,Educational Practices,Diversity,Equal Education,Family Involvement,Teaching Methods,Inclusion,Individualized Instruction,Active Learning,Inquiry,Student Evaluation,Social Emotional Learning,Intervention,School Community Relationship,Health Services,Middle Schools,High Schools,Charter Schools,Students with Disabilities,Teacher Collaboration

Gateway Public Schools--a middle and high school serving a diverse group of about 800 students in San Francisco--was founded in 1998 by parents of students with learning disabilities seeking a supportive environment for their children. As a public charter organization with a lottery entrance system, Gateway seeks to admit a student body that represents the population of San Francisco's public schools at large, giving priority to local residents and to students eligible for free or reduced-price lunch. Approximately 25% of students enrolled receive special education services, 80% are students of color, and more than 50% are from low-income families. Gateway has a strong reputation for offering excellent supports for students with learning differences and is known for its high graduation and college attendance rates. Gateway's founding ideals--focused on empowering students of all learning styles--have transformed into a set of guiding principles for effectively supporting students of all background that focus on (1) inclusivity and equity; (2) relationships; and (3) continuous improvement. These principles guide a set of structures and practices that are designed to instantiate these philosophies in students' and staff's everyday lived experiences. Each of the structures and practices works in tandem with the others, so there is a mission-driven coherence schoolwide. This case study documents promising school practices that illustrate how the creation of a positive school climate, along with a full and rich curriculum focused on meaningful learning, has led to improved motivation, sense of belonging, and student achievement that outpaces most similarly situated schools in California.
The Federal Role in Advancing Education Equity and Excellence
Author: Learning Policy Institute
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Government Role,Federal Government,Equal Education,Educational Quality,Access to Education,Educational Policy,Public Policy,Program Implementation,Educational Finance,Federal Aid,Poverty,Educational Equity (Finance)

It is the nation's collective responsibility--including the federal government's--to ensure that all young people have equal access to a high-quality, world-class education. This goal has never been more important than in today's fast-growing knowledge economy that is coupled with increasing rates of poverty as more and more families are left behind. Federal policymakers can learn from states in which progress is being made, from past federal investments that resulted in equitable advancement, and from high-quality research on what works to improve learning and how federal tools and resources can support productive efforts at the state and local levels. This document describes how policymakers can implement four specific strategies: (1) support high-quality teaching and learning; (2) strengthen the education profession; (3) fund schools adequately and equitably; and (4) reduce the effects of poverty on children's learning.
State Accountability Systems in the COVID Era and Beyond
Author: Lake, Robin
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Accountability,State Standards,COVID-19,Pandemics,Kindergarten,Elementary Secondary Education,Virtual Classrooms,Educational Policy,Futures (of Society),Crisis Management,Distance Education,Testing,Testing Programs,Student Needs,School Closing,Barriers,Administrator Attitudes,Equal Education,Academic Achievement,Educational Legislation,Federal Legislation

The COVID-19 pandemic has disrupted the U.S. education system in both immediate and long-term ways, calling into question how K-12 accountability will function in the 2020-21 school year and well into the future. States face considerable uncertainty about how to meet federal and state accountability requirements for this school year and beyond. It is unclear whether and how states can administer state assessments for students attending school virtually, and many accountability requirements are on hold given the unprecedented disruptions. School and policy leaders recognize the singularity of this moment: not only must they lead through a crisis, but they can plant the seeds for future systems that better meet the needs of all students. This brief presents a set of ideas and themes to begin to inform those challenges. It provides insights from national experts on education policy representing a diverse set of perspectives. The proposals are primarily taken and edited from a roundtable discussion with a state leader who asked a simple question: Should their state hold schools accountable this year? And if so, how? The resulting discussion included a range of thoughtful and creative ideas. There was, by no means, perfect agreement, but there were important common threads. Both the tensions and commonalities are shared to provoke further discussion. [Contributing authors to this report include: Elizabeth Chu, Chester E. Finn, Jr., Virgel Hammonds, Patricia Levesque, Jennifer Bell-Ellwanger, Laura Jimenez, Eric Lerum, Mike Magee, and Mike Petrilli.]
Adding Parameter Guidance of Heterogeneity of Treatment Effects to an Online Design Parameter Database
Author: Hedberg, E. C.
Date: 2017-00-00
Type: Reports - Research
Subjects: Databases,Randomized Controlled Trials,Educational Research,Research Design,Statistical Analysis,Hierarchical Linear Modeling,Effect Size,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The purpose of this paper is to showcase new research that seeks to provide guidance on the heterogeneity of treatment effects by utilizing the variance of demographic differences in state assessments. This study is focused on a simple randomized block design where students are nested within schools, and within each school students are randomized into treatment or control conditions. The data utilized come from several states: Arizona, Arkansas, Colorado, Illinois, Kentucky, Louisiana, Massachusetts, Minnesota, North Carolina, West Virginia, and Wisconsin. From these states, the authors examined the difference between demographic groups in grades 3-8 in both math and reading scores. While the online resource will include all these grades and subjects, the authors present tables for 4th and 8th grade only for brevity. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]