ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Language Program Evaluation Report, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-19
Type: Reports - Research
Subjects: Bilingual Education Programs,Program Evaluation,Language Fluency,English (Second Language),Second Language Learning,Academic Achievement,Language Proficiency,Language Minorities,State Legislation,School Districts,Language Tests,English Language Learners,Spanish,Elementary School Students,Middle School Students,Achievement Tests,Faculty Development,Transitional Programs,State Standards,Management Systems,Second Language Instruction

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Learners (EL) who participated in the Dual Language program. In addition, the report includes performance results of fluent English speakers enrolled in the Dual Language program.
What Tools Have States Developed or Adapted to Assess Schools&apos; Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework? Appendixes. REL 2020-017
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2020-03-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Response to Intervention,Program Evaluation,Program Implementation,Educational Assessment,Evaluation Methods,Evaluation Criteria,Best Practices

These are the appendixes for the report, &quot;What Tools Have States Developed or Adapted to Assess Schools' Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework?&quot; Most states are using a multi -tiered system of supports (MTSS) or response to intervention (RTI) framework for improving the quality of instruction for all students and addressing the needs of students at risk for poor learning outcomes. Supporting educators in using tools to calibrate their MTSS/RTI implementation to the state's expected practices is one way states can help districts and schools acquire and use data to improve MTSS/RTI implementation. This report describes the features of 31 tools that 21 states developed or adapted to assess key MTSS/RTI practices that are informed by the research literature. Most tools assessed broad practices for implementing MTSS/RTI, such as whether schools administer assessments for students in need of intervention. Five appendixes are included in the document. [For the full report, see ED603782; for the snapshot, see ED603788.]
The Case of Nevada Promise: Promise Replication in a Different State Context. Affordability, Access, and Student Success in Statewide College Promise Programs
Author: Ballerini, Victoria
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,Access to Education,Higher Education,Program Effectiveness,Paying for College,Success,Student Financial Aid,Academic Persistence,Academic Support Services,Student Personnel Services,Eligibility,Grants,Scholarships,Information Dissemination,Academic Degrees,Mentors,At Risk Students,High School Students,High Schools,Grade Point Average,Graduation Rate,Student Characteristics

Research for Action has studied statewide Promise programs since 2017, with in-depth analysis in four states--Delaware, Nevada, Oregon, and Tennessee. Our research in these states includes an extensive review of legislative and policy documents; 146 interviews with policymakers, institutional leaders, and high school staff; site visits to 8 postsecondary institutions; site visits to 12 high schools; 12 high school student focus groups; and 16 college student focus groups. We also conducted quantitative analysis on student-level data from three of the four states involved in the study. This work is part of a larger study led by RFA that also includes a policy scan of 21 current statewide programs and case studies by Penn AHEAD of local Promise programs in Maryland, Pennsylvania, Washington, and Wisconsin. We summarize additional results of our analysis of state-level Promise programs at www.researchforaction.org/collegepromise. In this case study we outline the program design, successes, and challenges of Nevada Promise as it balances higher education affordability, access, and success. [For the main report, &quot;Statewide College Promise Programs: Balancing Affordability, Access, and Student Success,&quot; see ED603766.]
What Tools Have States Developed or Adapted to Assess Schools&apos; Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework? Study Snapshot. REL 2020-017
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Response to Intervention,Educational Assessment,Program Implementation,Program Evaluation,Evaluation Methods,Educational Improvement,Scoring Rubrics,Surveys,Rating Scales,Check Lists

Educators in Tennessee use Response to Instruction and Intervention (RTI[superscript 2] ), a multi-tiered system of supports (MTSS), to address problems early for students at risk for poor learning outcomes. Tennessee Department of Education officials sought to support schools and districts implementing RTI[superscript 2] with a tool that educators can use to align their RTI[superscript 2] implementation with the state's expected practices and determine next steps for improving implementation. To support development of a research-informed tool, the Regional Educational Laboratory Appalachia examined how other states have adapted or developed similar tools and how states support districts and schools in using those tools to assess and improve MTSS/response to intervention (RTI) implementation. This study snapshot presents the key findings from the study. [For the full report, see ED603782; for the appendixes, see ED603785.]
Minding the Expectation Gap -- Student Expectations Pre-Study Abroad in China
Author: Peng, Ying
Date: 2020-03-16
Type: Reports - Research
Subjects: Foreign Countries,Study Abroad,Student Experience,Expectation,Goal Orientation,Student Attitudes,Student Adjustment,Cultural Awareness,Employment Qualifications,Second Language Learning,Student Motivation,Educational Environment,Teaching Methods,Readiness,College Students,Chinese

Study Abroad (SA) can be expected to promote personal growth, future employability, greater intercultural awareness, adaptability, and efficacy, alongside language improvement. However, students can encounter high thresholds to meeting their own expectations, and may struggle with personal and academic transition into and on return from SA. This study reports on the initial stage of a longitudinal survey-based study of the whole SA experience for a group of UK-based students of Chinese -- presenting here students' pre-departure expectations and goals. Participants had high positive expectations of linguistic gains, adaptability, and knowledge about life in China, but were less aware of broader personal gains in employability, while cultural gains for some suggested a focus on individualised 'cultural consumption'. We discuss implications for support offered pre-SA to better shape student expectations of realistic benefits and probable challenges, particularly for less familiar SA contexts such as for anglophone students in China. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
Student Concerns about Their Stay Abroad: A Comparison between British and German Student Concerns before and after Their Time Abroad
Author: Leahy, Christine
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Study Abroad,College Students,Student Attitudes,Differences,Problems,Readiness

While an extended stay abroad is generally assumed to be a valuable experience, some students are reluctant to take up the opportunity. To understand this phenomenon better, this study looks at students' concerns before they embark on their time abroad (to undertake a study placement, work placement, or a language assistantship) and looks at returning students' perceptions, to see the extent to which their initial concerns materialised. The research is based on two questionnaires distributed to over 800 participants at two universities (one in the UK, one in Germany). Besides quantitative data, qualitative responses give additional insights into the students' perceptions. The results show marked differences between the two cohorts and also produce evidence of a considerable shift in students' perceptions after their return: a high percentage of students noted that their anticipated concerns were not realised. The results of this study are useful in shedding some light on students' concerns and can inform student support and Year Abroad (YA) preparation. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
The Year Abroad -- A Process of Reflection
Author: Crawford, Ruth
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,College Second Language Programs,Foreign Countries,College Students,Reflection,French,German,Spanish,Student Experience,Intercultural Communication,Electronic Publishing,Web Sites,Writing (Composition)

The Year Abroad (YA) is one of the most valuable parts of our language degree programmes. Here we discuss some of the elements that constitute the assessment Nottingham Trent University students carry out to earn a YA diploma. More specifically we compare the two elements (blog and dossier) that we think contribute most to reflective practice, by analysing examples from students of French, German, and Spanish. Although at this point the analysis remains impressionistic, we compare which of these two elements helps students to reflect more deeply and meaningfully while achieving the YA objectives. The main findings indicate that both types of text help students to reflect on their experience and consequently to develop their Intercultural Communicative Competence (ICC). Notably, the use of the target language does not appear to determine the level of reflection while the intended audience plays an important part in the style and accessibility of students' work. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
Embedding Employability in Year Abroad Preparation
Author: Archer, Leona
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Employment Potential,Foreign Countries,Undergraduate Students,Work Experience Programs,College Second Language Programs,Job Skills

UK universities are increasingly focusing on employability and internationalisation strategies, resulting in the promotion and integration of an optional or compulsory Professional Training Year (PTY) within degree programmes. The University of Surrey encourages students to undertake a PTY in the third year of undergraduate study, either in the UK or overseas. This is optional for most subjects but compulsory for language students, and corresponds to their Year Abroad (YA). As a consequence of the popularity of the PTY across all faculties and an emphasis on work experience, the vast majority of language students at Surrey choose to work abroad rather than study during their third year. In this chapter, I discuss some of the challenges and opportunities presented by work placements abroad and outline a range of strategies for embedding employability skills in YA preparation sessions and language modules. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
The Year Abroad and Employability Skills for Language Students at Durham University
Author: Zaher, Aziza
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Employment Potential,Job Skills,College Second Language Programs,Undergraduate Students,Foreign Countries,Skill Development,Student Attitudes,Outcomes of Education

This chapter deals with the year spent abroad by language students and its impact on their employability skills, with a focus on students at the School of Modern Languages and Cultures (MLAC), Durham University, who spend the third year of their four-year Bachelor of Arts programme abroad. The chapter reviews selected studies on Study Abroad (SA) and employability skills and considers the context for Durham University students. The results of a questionnaire completed by students about the activities undertaken during the Year Abroad (YA), the employability skills that they developed, and how they present these skills to employers are then described. The analysis of their responses reveals that the great majority of students find the YA useful for employability, during which time they develop a wide range of transferable skills. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
Alternative Credentials: Prior Learning 2.0
Author: Buban, Jill
Date: 2017-00-00
Type: Reports - Research
Subjects: Nontraditional Education,Prior Learning,Community Colleges,State Colleges,Proprietary Schools,Adult Students,College Credits,Experiential Learning,Credentials,Academic Degrees,Educational Attainment,Informal Education,Online Courses,Nontraditional Students,Higher Education,Distance Education,Time to Degree,Competency Based Education,Data Use

The Distance Education Accrediting Commission (DEAC) and The Presidents' Forum have released a new study authored and researched by the Online Learning Consortium's Dr. Jill Buban, which sheds light on how adult learning institutions address students who possess alternative credentials and seek to apply these experiences to a degree. This first-of-its-kind study explores key definitions and reveals five common themes focused on competency-based education (CBE), prior learning assessment (PLA), alternative credentials, the importance of reliable data, and traditional vs. non-traditional learning. This study is expected to serve as a useful tool for education planners, policy makers, administrators, researchers and government leaders to help shape future ideas about how to serve adult learners in their quest for degree attainment. [The report was also commissioned by the Presidents' Forum.]
Career and Technical Education: Enrollment, Performance, Graduation, and Dropout, HISD, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-12-17
Type: Reports - Research
Subjects: Vocational Education,Career Readiness,Enrollment Trends,Academic Achievement,Graduation Rate,Dropout Rate,Dual Enrollment,Student Characteristics,High School Students,Standardized Tests,Scores,Middle School Students,Career Exploration,Intellectual Disciplines

The State of Texas makes provision for students to be enrolled in career and technical education (CTE) courses including dual credit courses that would prepare them for occupations identified by local businesses to be in high demand. Knowledge of labor market projections is essential in the design of CTE programs of study (Houston ISD, 2018). CTE courses are offered either as a coherent or non-coherent sequence of courses. The Houston Independent School District (HISD) offers CTE courses in 16 career clusters in related work-based learning, education, and training through written agreements with business and industry training partners, and practicums from which career pathways can be developed. Career pathways are coherent, articulated sequences of rigorous academic CTE courses that commence in the ninth grade and lead to an associate degree, baccalaureate degree and beyond, industry-recognized certification, and/or licensure as defined by the Office of Vocational and Adult Education in 1999 (Houston ISD, 2018). Participation in these career pathways provides opportunities that lead to career and college readiness. The purpose of this study was to determine the performance of CTE students enrolled in a coherent sequence of CTE courses. The study was guided by four questions and used descriptive statistics based on students' results on the 2019 State of Texas Assessments of Academic Readiness (STAAR) End-ofCourse (EOC) exams. Students' graduation, dropout, and certification data were also analyzed as well as the demographic and educational attributes of students enrolled in CTE.
Summer School Education Program, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-10-07
Type: Reports - Research
Subjects: Summer Programs,Elementary Secondary Education,Student Promotion,Grade Repetition,Intellectual Disciplines,Program Effectiveness,Enrollment,Instructional Program Divisions,School Districts,Standardized Tests,Scores,Student Characteristics,Racial Differences,Ethnicity,English Language Learners,Gender Differences,Students with Disabilities,Disadvantaged Youth

Each year, the Houston Independent School District (HISD) offers a summer education program designed to assist students with a variety of instructional needs. Centrally coordinated summer school programs in 2019 included accelerated instruction for State of Texas Assessments of Academic Readiness (STAAR) and STAAR End-of-Course (EOC) re-testers; bilingual or English as Second Language (ESL) classes for English Learners (ELs); credit accrual/recovery for students needing to graduate; Extended School Year (ESY) services; Promotion/Retention classes; and other school-based programs. The summer education program supports HISD's Board Goal 3: Academic Growth. This report shows student enrollment and outcomes for students who attended summer school in 2019 based on either retention status at the end of spring 2019, or for other reasons, such as academic enrichment.
Migrant Education Program, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-12-16
Type: Reports - Research
Subjects: Migrant Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,Student Needs,Migrant Children,Access to Education,Equal Education,Culturally Relevant Education,Barriers,College Readiness,Career Readiness,School Districts,Program Effectiveness,Academic Achievement,Dropout Rate,Achievement Gains,Tutoring,Standardized Tests,Scores,Graduation Rate,Parent Participation,Student Recruitment,Early Childhood Education,At Risk Students

The Migrant Education Program (MEP) is authorized under Title I, Part C of Every Student Succeeds Act (ESSA) of 2015. Title I, Part C states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students by providing migratory children with the opportunity to meet the same challenging State content and performance standards that the State has established for all children (U.S. Department of Education [USDE], 2018). In general, the MEP attempts to &quot;support high-quality and comprehensive educational programs for migrant children to help reduce the educational disruptions and other problems that result from repeated moves&quot; (USDE, 2018). In an effort to comply with Part C of Title I, the Texas Education Agency (TEA) Division of Migrant Education works with local education agencies to design programs that ensure migrant students &quot;overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit their ability to do well in school, and to prepare them to make a successful transition to postsecondary education or employment&quot; (Texas Education Agency, 2018). This study was designed to provide data regarding outcomes obtained and services provided by the Houston Independent School District (HISD) Migrant Education Program for the 2018-2019 program year. It is one component of the HISD MEP's ongoing work to determine the effectiveness of services to migrant children and youth. This report discusses findings related to service delivery and program outcomes as it relates to the academic achievements of migrant students. By answering the specific evaluation questions regarding these services outlined in the methodology section and Appendix A, the evaluation seeks to provide a district perspective on services and their impact to enable the MEP to make programmatic decisions based on data.
Designing Equitable Promise Programs: Research-Based Considerations for State Policymakers
Author: Callahan, M. Kate
Date: 2020-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,Access to Education,Higher Education,Paying for College,Success,Student Financial Aid,Eligibility,Grants,Scholarships,Information Dissemination,Academic Degrees,Mentors,Coaching (Performance),At Risk Students,Equal Education,Educational Equity (Finance),Educational Policy,High School Students,High Schools

Statewide College Promise programs have the potential to broadly increase affordability, access, and success for students pursuing a postsecondary credential. Statewide College Promise programs also generate controversy because they encompass critical decisions about how a large proportion of state financial aid dollars are spent, and on whom. Much of the debate surrounding these programs is centered on issues of equity. Do Promise programs drive dollars to middle class students rather than lower income students? How can poorly resourced colleges and universities that serve disproportionate numbers of students of color effectively support the influx of new Promise students? Do Promise programs exclude part-time students, working adults, or undocumented students? There are no monolithic answers to these questions because statewide Promise programs are as varied as the states they operate in. In crafting Promise programs, policymakers make a series of decisions and tradeoffs that affect affordability, access, and student success. This brief provides considerations for state policymakers and postsecondary institutional leaders as they prioritize equity in their approach to Promise programs.
Developing a Statewide College Completion Agenda: Lessons from Tennessee
Author: Meehan, Kasey
Date: 2020-02-00
Type: Reports - Research-practitioner Partnerships
Subjects: Statewide Planning,Educational Attainment,State Policy,Educational Policy,Higher Education,College Graduates,Strategic Planning,Barriers,Equal Education,Achievement Gap,Disadvantaged,Longitudinal Studies,Educational Change,Educational Finance,Outcomes of Education,State Legislation,Scholarships,Community Colleges

Tennessee has gained national recognition for its comprehensive strategy to increase college attainment. This report describes the development and expansion of Tennessee's completion agenda through a set of related and interlocking policies designed to produce a statewide culture of college completion, as well as the evolution of Tennessee's completion strategy and points to important successes. It also identifies several enduring challenges that threaten the state's capacity to bridge equity gaps and make college completion a reality for traditionally underserved students. This report is based on four years of research examining postsecondary policies in Tennessee between 2015 and 2019.