ethanporcaro/eric-fulltext-meta huggingface dataset:
Students with Significant Cognitive Disabilities and Dual Sensory Loss
Author: Karvonen, M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Intellectual Disability,Comorbidity,Perceptual Impairments,Student Characteristics,Visual Impairments,Incidence,Deaf Blind,Alternative Assessment,Educational Environment,Reading Skills,Writing Skills,Mathematics Skills,Science Process Skills,Students with Disabilities,Assistive Technology,Age Differences,Instructional Program Divisions,Technology Uses in Education,Educational Technology,Interpersonal Communication,Communication Skills,Hearing Impairments,Severity (of Disability),Language Usage,Expressive Language,Receptive Language,Human Body,Psychomotor Skills,Severe Disabilities,Equal Education,Educational Legislation,Federal Legislation,Multiple Disabilities,Classification,Elementary Secondary Education

This report describes a project that uses existing data sets to describe the population of students with significant cognitive disabilities and known or suspected dual sensory loss. It includes students with suspected dual sensory loss because students with significant cognitive disabilities are reported to have unidentified sensory loss (Erickson &amp; Quick, 2017). It is based on data collection from the 2018 National Child Count of Children and Youth Who Are Deaf-Blind (Child Count) and the 2017-2018 First Contact survey. The Child Count is updated annually by every state deaf-blind project to provide information about new children who were identified with dual sensory loss over the course of the year, update or confirm information on previously identified children, and determine those who have exited special education or are no longer eligible to receive state project services. Data on the First Contact survey describe teacher-reported characteristics and skills of their students with significant cognitive disabilities who were enrolled to take the Dynamic Learning Maps® (DLM®) alternate assessments. Both data sets contained information about students' disabilities, sensory characteristics, educational experiences, and use of assistive technology. Each data set also contained unique information (e.g., academic skills for the First Contact survey, intervener services for Child Count data). Analyses are based on students in 17 states that administered DLM alternate assessments in 2017-2018. The findings are organized according to three broad research questions: (1) What proportion of students with significant cognitive disabilities have dual sensory loss? What are the characteristics of students with dual sensory loss and significant cognitive disabilities? (2) How are students with significant cognitive disabilities and cortical visual impairment different from students with significant cognitive disabilities and other visual impairments? (3) What do the Child Count and First Contact survey data sets indicate about the prevalence of significant cognitive disability and dual sensory loss in the school-aged population?
Identifying Dual Sensory Loss in Students with the Most Significant Cognitive Disabilities. NCDB/ATLAS Brief #1
Author: National Center on Deaf-Blindness (NCDB)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Severe Disabilities,Deaf Blind,Students with Disabilities,Educational Legislation,Equal Education,Federal Legislation,Communication Skills,Academic Ability,Disability Identification,Multiple Disabilities,Hearing Impairments,Visual Impairments,Blindness,Deafness,Incidence,Classification,Assistive Technology,Elementary Secondary Education

This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The information is drawn from a more extensive report titled &quot;Students with Significant Cognitive Disabilities and Dual Sensory Loss&quot; [ED627671].
CVI and Other Visual Impairments in Students with Significant Cognitive Disabilities. NCDB/ATLAS Brief #2
Author: National Center on Deaf-Blindness (NCDB)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Visual Impairments,Severe Disabilities,Multiple Disabilities,Brain,Hearing Impairments,Human Body,Psychomotor Skills,Child Health,Neurological Impairments,Classification,Barriers,Communication Skills,Cognitive Ability,Students with Disabilities,Mathematics Skills,Reading Skills,Science Process Skills

This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about the differences between students with significant cognitive disabilities who have cortical visual impairment (CVI) and those who have other types of visual impairment (VI). The information is drawn from a more extensive report, &quot;Students with Significant Cognitive Disabilities and Dual Sensory Loss&quot; [ED627671].
Prekindergarten Expansion Grant Evaluation, 2004-2005. Publication Number 04.03
Author: Curry, Janice
Date: 2005-10-00
Type: Reports - Evaluative
Subjects: Preschool Education,Grants,At Risk Students,English Language Learners,Economically Disadvantaged,Homeless People,Student Characteristics,Limited English Speaking,Minority Group Students,Language Usage,Attendance,Preschool Children,Preschool Teachers,Teacher Characteristics,Intelligence Tests,Verbal Ability,Vocabulary,Spanish Speaking,Program Effectiveness,Literacy Education,Second Language Learning,Educational Technology,Faculty Development,Cognitive Development,Language Arts,Intellectual Disciplines,Academic Achievement,Grade 3

This report summarizes AISD's 2004-2005 prekindergarten program activities and student participation and performance results.
Parent and Community Involvement Summary Report, 2004-2005. Publication Number 04.05
Author: Washington, Wanda
Date: 2006-01-00
Type: Reports - Research
Subjects: Parent Participation,Community Involvement,School Districts,Family School Relationship,Elementary Secondary Education,Educational Policy,Accountability,Specialists,Access to Information,Professional Development,Parent Attitudes,Training,Employees,Attitudes,School Personnel,Parent Role,Services,Resources,Knowledge Level,Benchmarking,Data Use

This report summarizes some of AISD's parent and community involvement activities for the 2004-2005 school year.
Optional Extended Year Program Summary Report: 2004-2005. Publication Number 04.08
Author: Washington, Wanda
Date: 2006-02-00
Type: Reports - Research
Subjects: School Districts,Grants,Extended School Year,Attendance,Student Promotion,Program Effectiveness,Student Participation,Program Design,Costs,Professional Development,Reports,Parent Participation,At Risk Students,Elementary Secondary Education,Curriculum,Principals,Administrator Attitudes,Teacher Attitudes,Grade Repetition,Acceleration (Education)

This report summarizes evaluation information for the AISD Optional Extended Year grant program for the 2004-2005 school year.
Bilingual Education/ESL Programs Evaluation Report, 2004-2005. Publication Number 04.14
Author: González, Rosa María
Date: 2006-04-00
Type: Reports - Evaluative
Subjects: English (Second Language),English Language Learners,Bilingual Education,Academic Achievement,Language Tests,Elementary Secondary Education,Program Evaluation,Language Proficiency,Ethnicity,Language Dominance,Professional Development

This report summarizes program evaluation information for the AISD bilingual and English as a second language programs for the 2004-2005 school year.
AISD K-5 Accelerated Reading and Mathematics Instruction Evaluation, 2004-2005. Publication Number 04.07
Author: Curry, Janice
Date: 2005-12-00
Type: Reports - Research
Subjects: School Districts,Reading Instruction,Mathematics Instruction,Kindergarten,Elementary School Students,Acceleration (Education),State Legislation,Core Curriculum,Student Characteristics,Intervention,Reading Tests,Mathematics Tests,Faculty Development,Program Improvement,Program Evaluation,Summer Schools,Teacher Attitudes,Teacher Surveys,Feedback (Response),Student Placement,Advisory Committees

This report summarizes some AISD activities to support reading and mathematics instruction in grades K-5 for the 2004-2005 school year.
Short Supply: Addressing the Post-Pandemic Teacher Supply Challenge in England
Author: Worth, Jack
Date: 2023-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teacher Supply and Demand,Foreign Countries,Teacher Persistence,Work Environment,Educational Policy,Faculty Workload,Teacher Recruitment,Financial Needs,Accountability,Flexible Scheduling,Working Hours

The Government published its teacher recruitment and retention strategy in January 2019 in response to a growing teacher supply challenge in England. Four years since the publication of the teacher recruitment and retention strategy, and despite the increases in recruitment and retention that came about due to the COVID-19 pandemic, teacher supply in England remains in a perilous state. Failing to recruit and retain enough teachers has significant implications for school staffing and therefore for pupils' education and learning. This essay draws together the range of insights that the author has gained from a programme of research funded by the Nuffield Foundation. The essay discusses the implications of the research findings for teacher supply policy in England within the landscape in early 2023. The essay explores the key trends in teacher recruitment, retention and working conditions over the last decade, assessing what progress has been made in addressing the growing teacher supply challenge and where future policy attention could best be focussed to continue addressing the challenges.
Prekindergarten Expansion Grant Evaluation Report, 2005-2006. Publication Number 05.09
Author: Curry, Janice
Date: 2006-10-00
Type: Reports - Research
Subjects: Preschool Education,Early Childhood Education,Educational Legislation,Federal Legislation,Curriculum Design,Preschool Teachers,Cognitive Development,Reading,Language,Mathematics,Instructional Effectiveness,Academic Achievement

This report summarizes Austin Independent School District's (AISD's) prekindergarten program activities and student performance results for the 2005-2006 school year.
Inclusion Matters: Inclusive Interventions for Children with Disabilities--An Evidence and Gap Map from Low- and Middle-Income Countries
Author: Thota, Anilkrishna Bjorn
Date: 2022-00-00
Type: Reports - Research
Subjects: Inclusion,Students with Disabilities,Stereotypes,Evidence,Intervention,Living Standards,Family Relationship,Empowerment,Access to Education,Social Discrimination,Safety,Sanitation,Hygiene,Violence,Access to Health Care,Housing,Water,Food,Outcomes of Education,Developing Nations,Barriers,Elementary Secondary Education

In this publication we report our Evidence and Gap Mapping (EGM) of &quot;Inclusive Interventions for Children with Disabilities in LMICs&quot;. It shows that research is lacking in many critical areas: awareness and non-discrimination, protection, adequate standard of living, family and community life, and empowerment -- that represent critical areas of policy and programming in need of robust evidence to improve inclusion and participation. Specific areas overlooked include tackling harmful stereotypes, tackling abuse and violence and ways to reduce stigma; on improving accessibility to water, sanitation, hygiene, housing and food; and interventions that aim for children with disabilities to enjoy their right to be heard, to play and to have their views considered in all matters affecting them. Health research covers 3 in 4 of all studies in our EGM, but there is little evidence on improving access to general health services and accessibility for children with disabilities in healthcare settings. Inclusive education was moderately represented, but lacked the detail to understand how it was implemented or if inclusive education was effective in improving (or harming) academic outcomes, school readiness, graduation rates or the quality of educational services. [For the companion protocol &quot;Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-Income Countries: Protocol for an Evidence and Gap Map,&quot; see ED627821.]
Texas Accelerated Science Achievement Program: Summary Report, 2005-2006. Publication Number 05.05
Author: Coneway, Casey
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: Program Evaluation,School Districts,Science Achievement,Science Education,Acceleration (Education),Grants,High School Students,High Schools,Secondary School Science,Student Interests,Clubs,Camps,Student Attitudes

This report summarizes the 2005-2006 program evaluation results of AISD's Texas Accelerated Science Achievement Program.
Dell Math Academy Program, 2005-2006. Publication Number 05.06
Author: Alderete, Karen L.
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,High School Students,Middle School Students,Algebra,Mathematics Achievement,Intervention,Grade 9,Grade 7,Grade 8,At Risk Students,Faculty Development,Program Effectiveness,Attendance,Grades (Scholastic),Program Implementation,School Districts

This report summarizes evaluation results of the 2005-2006 Dell Math Academy Program at 5 high schools and 1 middle school in AISD.
Completing the Vision: Austin ISD Smaller Learning Communities Project, 2005-2006. Publication Number 05.03
Author: Alderete, Karen L.
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: School Districts,College Preparation,Career Development,Federal Programs,Federal Aid,Grants,High School Students,Economically Disadvantaged,Small Classes,Small Group Instruction,Federal Legislation,Educational Legislation,Program Evaluation,Formative Evaluation,Program Development,Program Implementation,Capacity Building

This report summarizes the 2005-2006 program evaluation results of AISD's federally-funded smaller learning communities grant program.
Comprehensive School Reform: Texas High School Initiative Grant Summary Report, 2005-2006. Publication Number 05.02
Author: Alderete, Karen L.
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Grants,Educational Improvement,Needs Assessment,Faculty Development,High School Teachers,Parent Participation,High School Students,Program Effectiveness

This report summarizes the AISD's 2005-2006 program evaluation results of the state-funded high school initiative grant, designed to promote school-wide improvements based on campus needs assessments, focusing on teacher professional development and increased parent involvement.
GEAR UP, Austin Impacting Lives Project: 2004-2005. Publication Number 04.09
Author: Alderete, Karen L.
Date: 2006-01-00
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,Students with Disabilities,English Language Learners,Minority Group Students,Parent Participation,College Entrance Examinations,Discipline,Learner Engagement,Student Promotion

This report summarizes the 2004-2005 program evaluation results of AISD's GEAR UP program, a program that encourages and supports students' rates of high school graduation and post-secondary enrollment.
Baccalaureate Origins of Underrepresented Minority Research Doctorate Recipients. InfoBrief. NSF 22-335
Author: Einaudi, Peter
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Minority Group Students,Bachelors Degrees,Undergraduate Study,Disproportionate Representation,Doctoral Degrees,Educational Background,Student Diversity,Educational Attainment,Academic Persistence,Best Practices,Citizenship,Race,Ethnicity,Minority Serving Institutions,Institutional Characteristics,State Universities,Public Colleges,Private Colleges,Blacks,African American Students,Hispanic American Students,American Indian Students,Alaska Natives,Black Colleges,Reputation,Student Characteristics

The educational pathways of doctorate recipients in the United States differ in many ways by race and ethnicity. Despite steady growth in educational attainment, Blacks, Hispanics, and American Indians and Alaska Natives (AIANs) remain underrepresented among U.S. bachelor's, master's, and doctoral degree recipients. The persistence of this imbalance has driven greater investment in initiatives focused on closing these gaps and the identification of best practices within successful academic programs. Extending prior analyses, this InfoBrief examines the baccalaureate origins of doctorate recipients from 2010-20 by citizenship status, race, and ethnicity. Black, Hispanic, and AIAN doctorate recipients from 2010-20 disproportionately earned a bachelor's degree from minority-serving institutions, underscoring the importance of these colleges and universities for enhancing the diversity of the U.S. research enterprise. Although most Black and Hispanic doctorate recipients earned a bachelor's degree from public colleges and universities, a higher proportion of Black and Hispanic students with undergraduate degrees from private colleges and universities went on to earn a research doctorate.
Effects of the COVID-19 Pandemic on Employment, Earnings, and Professional Engagement: New Insights from the 2021 National Survey of College Graduates. InfoBrief. NSF 23-307
Author: Binder, Ariel J.
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Employment Patterns,Income,Salaries,Professional Development,Career Development,College Graduates,National Surveys

The number of college graduates in the United States reached nearly 68.6 million in 2021, of which approximately 68 million had ever held a job, with nearly 52 million currently employed and 16 million not employed. Although the number of employed college graduates increased by 1.2 million (2.5%) between 2019 and 2021, the number of nonemployed college graduates increased by 2.5 million (17.9%). This large increase in nonemployment coincided with the COVID-19 pandemic and signals important changes in the labor market for college graduates. This InfoBrief provides an overview of the effects of the COVID-19 pandemic on the college-educated workforce, drawing on new data from the National Survey of College Graduates (NSCG). In addition to collecting basic information on labor force status and earnings, the NSCG collects detailed information on reasons for nonemployment, access to various job benefits, participation in professional activities, and measures of job satisfaction. The 2021 cycle of the NSCG elicited additional information related to the pandemic, such as pandemic-related reasons for not working, presence of telework arrangements, and pandemic-related salary effects. Some of this information is highlighted below.
Universities Report Largest Growth in Federally Funded R&amp;D Expenditures since FY 2011. InfoBrief. NSF 23-303
Author: Gibbons, Michael T.
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Universities,Research and Development,Federal Aid,Expenditures,Federal Legislation,Educational Finance

Research and development spending by academic institutions totaled $89.9 billion in FY 2021, an increase of $3.4 billion (4.0%) from FY 2020 (table 1). R&amp;D expenditures funded from federal sources accounted for $3.0 billion of the total increase. Federally funded R&amp;D expenditures had not increased by $3 billion or more since FY 2011, when the American Recovery and Reinvestment Act of 2009 supplemented the flow of R&amp;D support dollars. University-funded R&amp;D expenditures were 2.1% greater ($459 million) than in FY 2020 due largely to several institutions' improved accounting of internally funded R&amp;D through new financial systems and reorganizations. Universities reported $149 million more in R&amp;D expenditures funded from state and local governments, an increase of 3.2% from FY 2020. R&amp;D expenditures funded by nonprofit organizations (-2.6%, -$150 million) and businesses (-1.3%, -$68 million) decreased, while R&amp;D funded by all other sources was virtually flat (0.2% increase, $6 million increase). The data discussed in this report are from the Higher Education Research and Development (HERD) Survey, sponsored by the National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation (NSF). For more information on the survey, see &quot;Data Sources, Limitations, and Availability.&quot; [Data Sources, Limitations, and Availability is a section within this report.]
Selected Knowledge Base on Translation Services for Schools and Districts
Author: Bartley, Carmen
Date: 2020-05-00
Type: Information Analyses
Subjects: Translation,School Districts,Kindergarten,Elementary Secondary Education,English (Second Language),Best Practices,Research Reports,Journal Articles,Multilingualism,Family School Relationship,Faculty Development,Web Sites,Information Sources,English Language Learners,Computer Software,Partnerships in Education

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of translation services for schools and districts. Databases used for conducting this review included Google Scholar and ERIC. Literature from peer-reviewed, scholarly journals was reviewed (noted with an asterisk), along with reports on translation services from reputable institutions. This review also includes information on specific translation services as well as information from trustworthy organizations on best practices for communicating with multilingual families. The search also resulted in translation and communication guidelines and plans for various states and districts. Overall, findings of this review suggest that translation services, when used appropriately and when accompanied with professional development and support, can help schools effectively communicate with all families.
Title II D Enhancing Education through Technology Funds: 2003-2004. Publication Number 03.13
Author: Samii-Shore, Karin
Date: 2004-10-00
Type: Reports - Research
Subjects: School Districts,Federal Aid,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Technology,Access to Computers,Faculty Development,Technology Integration,Technological Literacy,Teacher Competencies,Program Effectiveness

This report summarizes evaluation results of AISD's federally-funded Title II D, Enhancing Education Through Technology Fund for the 2003-2004 school year.
Title IV Safe and Drug Free Schools and Communities. Evaluation Report, 2003-2004. Publication Number 03.14
Author: Christian, Cinda
Date: 2004-12-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Aid,School Safety,Prevention,Grants,Substance Abuse,Violence,Elementary Secondary Education,Educational Legislation,Federal Legislation,Discipline,Peer Influence,Student Leadership,School Counseling,Professional Development,Positive Behavior Supports,Program Effectiveness,Student Attitudes,Parent Attitudes,Recidivism,Experiential Learning

This report summarizes evaluation results for AISD's federally-funded Title IV Safe and Drug-free Schools program activities for the 2003-2004 school year.
Title IV Safe and Drug Free Schools and Communities, 2004-2005. Putting Prevention Programs into the Positive Behavior Support Framework. Publication Number 04.12
Author: McCracken, Kasey
Date: 2006-02-00
Type: Reports - Research
Subjects: Educational Legislation,School Safety,Drug Abuse,Violence,Student Behavior,Smoking,Drinking,Bullying,Juvenile Gangs,Counseling,Family Role

During the 2004-2005 school year, Austin Independent School District (AISD) received a total federal Title IV grant of $477,413 that was used to support substance use and violence prevention efforts at each level of the AISD Student Intervention Model.