ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitional Kindergarten in California: Early Outreach, Enrollment, and Parent Perspectives. Research Brief
Author: Cadigan, Michele
Date: 2015-03-00
Type: Reports - Research
Subjects: Kindergarten,Transitional Programs,Young Children,State Legislation,Outreach Programs,Enrollment,Parent Attitudes,Parents,Program Implementation,Demography,Administrators,Online Surveys,School District Autonomy

When transitional kindergarten (TK) in California began in the 2012-13 school year, there were many questions about this new grade--available typically to only those children born during the month of November. Parents wondered: What is TK? Who is eligible? Does my district offer TK? Is TK right for my child? With the delayed final approval of TK at the state level, stakeholders across the state wondered how districts would recruit families and roll out a new program in such a short time frame. Who would show up on the first day of school? And what would they find when they arrived? American Institutes for Research explored these TK issues as part of an in-depth investigation of the program's first year of implementation, with subsequent follow-up with a subset of districts in the second year. This implementation study is the first phase of the statewide Study of California's Transitional Kindergarten Program. The second phase, now underway, examines the quality and impacts of TK. This third research brief in a series investigating TK implementation in Year 1 focuses on district outreach efforts, parent perceptions of TK, and TK student demographics. The following questions are addressed: (1) How did districts approach parent outreach: (2) How did parents decide whether to enroll their children in TK; (3) Who actually enrolled in TK; and (4) What did parents think of their children's TK experiences? Findings from this study point to the challenges districts faced in recruiting children for TK during the first year of TK implementation. District administrators also described other parents who were not aware of the TK program or who were concerned that TK was a remedial program and did not want to send their children to a program they did not understand. Despite these challenges, there were no particular demographic groups of students disproportionately left out of TK.
Parent Feedback about Individualized Education Program Team Meetings: A Pilot Study with Parents of PreKindergarten Students. Evaluation Brief
Author: Cooper-Martin, Elizabeth
Date: 2013-02-00
Type: Reports - Research
Subjects: Parent Attitudes,Feedback (Response),Special Education,Individualized Education Programs,Surveys,Pilot Projects,Disabilities,Meetings,Preschool Children

The Office of Shared Accountability (OSA) joined with the Office of Special Education and Student Services (OSESS) to gather feedback from parents of students who receive special education services. The goal was to use the information to improve services and implement staff development. This brief concerns a pilot study for gathering parent feedback; overall, the results were very positive. The pilot study focused on parents' experiences at Individualized Education Program (IEP) team meetings. The study also explored parent satisfaction with delivery of special education services. The sample for the pilot study was all parents of students who receive special education services and are enrolled in a Montgomery County Public Schools (MCPS) class that serves prekindergarten students with disabilities. To collect data, a paper and pencil survey was mailed to each parent during spring 2012. Usable surveys totaled 349, for a 26% response rate. Nearly all responding parents (typically at least 95%) reported positive experiences with their child's most recent IEP meeting. Analysis of these largely positive survey results identified a few areas for improvement. Two tables are appended: (1) All Comments on Things That Worked Well at the IEP Meeting; and (2) All Comments on Ways to Improve the IEP Meeting.
School Progress Report 2012. Montgomery County Public Schools
Author: Montgomery County Public Schools (MCPS)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,Academic Achievement,Attendance,Elementary Secondary Education,Preschool Education,Graduation Rate,High School Graduates,Teacher Qualifications,Elementary School Teachers,Secondary School Teachers,Primary Education,Standardized Tests,State Standards,Student Characteristics,Racial Differences,Special Education,Limited English Speaking,Poverty,Teacher Certification,Reading Achievement,Mathematics Achievement,Science Achievement,Alternative Assessment,Disabilities,Educational Indicators,Achievement Gap,College Readiness,Job Skills,Educational Legislation,Federal Legislation,Achievement Gains,High Achievement,Disadvantaged Schools,Low Achievement

The 2012 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels. Montgomery County primary schools are included in this report (prekindergarten through grade 2). [This document was published by the Department of Materials Management for the Office of Shared Accountability.]
SAT Participation and Performance for the Class of 2014. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2014-10-14
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Career Readiness,Outcomes of Education,Scores,High School Graduates,Lunch Programs,College Attendance,Special Education,English (Second Language),Second Language Learning,Tables (Data),Benchmarking,Race,Ethnicity,Gender Differences,Critical Reading,Mathematics Tests,Writing Tests,Public Schools,Counties

SAT participation and performance are milestones on the path to college and career readiness. This report provides the results for SAT participation and performance in Montgomery County (Maryland) Public Schools (MCPS) for the class of 2014. Analysis of postsecondary outcomes for MCPS graduates indicates that graduates who took the SAT were more likely to enroll in college and to earn a four-year degree within six years. Overall, SAT participation for the MCPS Class of 2014 declined slightly from 70.6 percent in 2011 to 69.1 percent in 2014. From 2011 to 2014, all racial/ethnic groups except Hispanic/Latino graduates improved their SAT mean combined scores. Particularly noteworthy was the 2014 mean combined score for Black or African American graduates, which was 21 points higher than that for their 2011 peers. From 2011 to 2014, the graduates who received Free and Reduced-price Meals System services and special education services improved their mean SAT combined scores by 20 and 27 points, respectively, while ESOL graduates' score decreased 130 points. Appendices include 22 tables that provide additional information about SAT/ACT participation and performance, as well as the attainment of college readiness benchmark scores.
School Progress Report 2013. Montgomery County Public Schools
Author: Montgomery County Public Schools (MCPS)
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Counties,Academic Achievement,Attendance,Elementary Secondary Education,Preschool Education,Graduation Rate,High School Graduates,Teacher Qualifications,Elementary School Teachers,Secondary School Teachers,Primary Education,Standardized Tests,State Standards,Student Characteristics,Racial Differences,Special Education,Limited English Speaking,Poverty,Teacher Certification,Reading Achievement,Mathematics Achievement,Science Achievement,Alternative Assessment,Disabilities,Educational Indicators,Achievement Gap,College Readiness,Job Skills,Educational Legislation,Federal Legislation,Achievement Gains,High Achievement,Disadvantaged Schools,Low Achievement

The 2013 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels for the 2012-2013 school year. Montgomery County primary schools are included in this report (prekindergarten through grade 2). [This document was published by the Department of Materials Management for the Office of Shared Accountability.]
Montgomery County Public Schools Annual Report to the Community, 2014 [Summary]
Author: Montgomery County Public Schools (MCPS)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Counties,Achievement Gap,Academic Achievement,Strategic Planning,Change Strategies,Educational Improvement,Racial Differences,Poverty,English (Second Language),State Standards,Standardized Tests,College Readiness,Job Skills,Educational Quality,Culturally Relevant Education,Educational Equity (Finance),Teacher Recruitment,Teacher Persistence,Community Involvement,Partnerships in Education,Skill Development,Problem Solving,Social Development,Emotional Development,Student Needs,Professional Development,Budgets,Income,Expenditures,Reading Achievement,Mathematics Achievement,Algebra,Eligibility,College Entrance Examinations,Graduation Rate,Conservation (Environment),Sustainability

Montgomery County Public Schools (MCPS) is more than a school system, it is a community. It's a community of people working together to provide Montgomery County students with an education that prepares them for success today, tomorrow, and in the years to come. That is MCPS' core purpose: to prepare students to thrive in their future. The Annual Report to the Community for the 2013-2014 school year tells the story of MCPS--the factors that are driving change in the district; the strategies that are being used to close the achievement gap and prepare students for success in the 21st century; and the operational and student performance data being used to monitor progress. [This document is a summary of the &quot;2014 Annual Report to the Community.&quot; The full report is available online (at www.montgomeryschoolsmd.org) and includes additional content, such as charts and multimedia. Throughout this printed report, there are QR codes that can be scanned using a smartphone or other mobile device that will lead to different content on the Annual Report website. This report was published by the Department of Materials Management for the Office of Communications.]
Maryland State Department of Education Reporting of Highly Qualified Teachers. Memorandum
Author: Starr, Joshua P.
Date: 2014-06-19
Type: Numerical/Quantitative Data
Subjects: Educational Legislation,Federal Legislation,School Districts,Counties,Teacher Qualifications,Teacher Competencies,Teacher Certification,Majors (Students),State Standards,Core Curriculum,Public Schools,Early Childhood Education,English,Social Studies,Second Language Instruction,Science Instruction,Mathematics Instruction,Reading Instruction,Language Arts,Compliance (Legal),Teacher Education Programs,Partnerships in Education,College School Cooperation,Middle Schools,High Schools,Elementary Schools,Special Schools,Art Education,Music Education,Geography Instruction,Theater Arts,History Instruction,Economics Education,Political Science,Biology,Chemistry,Physics

The federal &quot;No Child Left Behind Act of 2001&quot; (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1, 2006, the Maryland State Department of Education (MSDE) requested an extension until July 1, 2007, which was approved by the federal government. Maryland counties continue to strive toward this goal. A class is considered taught by a teacher designated highly qualified if the teacher is certified and has completed an academic major or has passed an appropriate Praxis test; completed the High, Objective, Uniform State Standard of Evaluation; or holds an advanced professional certificate in the core academic subject he/she is teaching (applies to educators with experience prior to July 1, 2007). Core academic subjects are English, language arts/reading, world languages, mathematics, science, the arts, elementary and early childhood education, and social studies. This memorandum provides information regarding the number and percentage of core academic classes in Montgomery County Public Schools (MCPS) being taught by teachers designated as highly qualified. Of the 35,743 core academic subject classes being taught by MCPS teachers as of December 1, 2013, 34,599 were being taught by teachers who are designated highly qualified, and 1,144 were being taught by teachers who are not yet designated highly qualified. Countywide, 97.8 percent of classes in the core academic area of the arts were taught by highly qualified teachers, followed by classes in English (97.7%), elementary and early childhood education (97.6%), social studies (96.8%), world languages (94.9%), science (94.5%), mathematics (94.1%), and language arts/reading (92.9%). The summary data provided in this memorandum provide the number and percent of core academic area classes being taught by teachers who have been designated highly qualified and classes being taught by teachers who have not been designated highly qualified as of December 1, 2013.
Evaluation of Achieving Collegiate Excellence and Success Program: Student Outcomes Year One, Grades 11 and 12. Evaluation Brief
Author: Wolanin, Natalie
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Counties,Public Schools,Program Evaluation,Program Effectiveness,Community Colleges,Institutional Cooperation,College Students,Student Financial Aid,Scholarships,College Admission,Student Characteristics,Academic Achievement,College School Cooperation,Grade 11,Grade 12,Grade Point Average,Advanced Placement,College Entrance Examinations,College Applicants,Poverty,English (Second Language),Minority Group Students,Access to Education,College Readiness,Student Records,Standardized Tests

The Office of Shared Accountability in Montgomery County (Maryland) Public Schools (MCPS) is conducting a multiyear evaluation of the &quot;Achieving Collegiate Excellence and Success&quot; (ACES) program. ACES is a collaboration between MCPS, Montgomery College (MC), and the Universities at Shady Grove (USG) to create a seamless pathway from high school to college completion. This report examines the following evaluation questions: (1) Who were the students in year one of the ACES program? (2) What was the academic success of the students in the ACES program? Were there differential patterns of achievement among student subgroups? (3) To what extent were ACES students able to navigate the admissions process? To what extent did ACES students attend a 2-year or 4-year college? (4) To what extent did the ACES students who will be attending an institution of higher education apply for financial aid and scholarships? This brief focuses on a portion of the outcome evaluation, the goal of which is to analyze the indicators associated with the first year of the ACES program. Appended to the report are additional tables and a copy of the communication flyer.
Academic Supports Provided for Struggling High School Students. Evaluation Brief
Author: McGaughey, Trisha A.
Date: 2013-09-00
Type: Reports - Research
Subjects: Counties,Academic Support Services,At Risk Students,High School Students,Intervention,Web Sites,Surveys,Student Participation,Reading Programs,Middle School Students,Class Size,Small Classes,Teamwork,Teacher Administrator Relationship,Reading Instruction,Mathematics Instruction,English Language Learners,Special Education,Special Needs Students,Student Needs,Principals,Summer Programs,Tutoring,Test Preparation,Standardized Tests,College Entrance Examinations,Science Instruction,Social Studies,Teacher Collaboration,Barriers,Student Attitudes,Attendance,Public Schools

This brief describes an evaluation of academic intervention supports available to high school students in Montgomery County Public Schools (MCPS) during the 2012-2013 school year. A website review identified information about academic supports available to students or parents within each high school's web pages. A survey of school staff gathered information about the purpose, course subject, target populations, successful aspects, and major challenges for academic intervention support courses offered. Based on the findings, the following recommendations are proposed: (1) Explore ways to increase &quot;buy-in&quot; for students enrolled in the academic intervention support courses; (2) Do not repeat middle school reading programs for high school students; (3) Encourage schools to continue to maintain a small class size for these intervention courses; (4) Encourage continuing communication among administrators and all school staff members involved with students enrolled in academic support intervention courses; and (5) Encourage schools to form a team of school staff members who participate in the selection, monitoring, and continued support of these students. Tables are appended.
English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014
Author: Zhao, Huafang
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,English (Second Language),Language Proficiency,Academic Achievement,English Language Learners,Second Language Learning,Language Tests,Scores,Elementary School Students,Middle School Students,High School Students,Counties

This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English language acquisition for students eligible for ESOL services from 2012 to 2014; and (2) to describe long-term ESOL students, and students who were eligible for ESOL services but whose parents or guardians refused the services. Since 2012, ESOL students in Maryland are required to take Assessing Comprehension and Communication in English State to State (ACCESS) for English Language Learners (ELLs). This descriptive study examined the distribution of ACCESS for ELLs scores (percentile ranks) among students and one-year or two-year gains on the ACCESS for ELL scores for elementary, middle, and high school students. In addition, the study examined the progress for two groups of students: (1) students who stayed in ESOL for four or more years and were considered at risk of becoming long-term ESOL; and (2) long-term ESOL students who were enrolled in the ESOL program for six or more years. The report includes four recommendations, and the following are appended: (1) Overview of the ESOL Program in MCPS; and (2) 14 additional tables.
MCPS School Safety and Security at a Glance 2008-2009
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Counties,School Safety,School Security,Elementary Schools,Middle Schools,High Schools,Special Schools,Reports,Educational Environment,Suspension,Student Behavior,Behavior Problems,Emergency Programs,Behavior Modification,Gender Differences,Violence,Weapons,Substance Abuse,Hazardous Materials,Aggression,Special Education,Racial Differences,Limited English Speaking,Accidents,Bullying,Sexual Abuse,Crime,Transportation,Suicide,Parent Attitudes,Student Attitudes,Teacher Attitudes,Poverty,Public Schools

&quot;MCPS School Safety and Security at a Glance&quot; provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) Public Schools. The information is presented for each school. While much of this information is available in various documents produced throughout the year, &quot;MCPS School Safety and Security at a Glance&quot; provides this information in a single comprehensive report in a user-friendly format for stakeholders. &quot;MCPS School Safety and Security at a Glance&quot; is a valuable tool to help monitor accurate reporting of incidents related to school safety and security. It provides a concise, easily understood, and easily accessible snapshot for administrators, teachers, students, and parents for discussion on the best learning environment possible in every school. A glossary of terms and an index are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Office of the Deputy Superintendent of Schools, Office of School Performance, Office of the Chief Technology Officer, and Office of Shared Accountability.]
Evaluation of the Howard Hughes Science Grant Project, Year One
Author: Wolanin, Natalie
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Grants,Program Implementation,Program Evaluation,Outcomes of Education,Faculty Development,Elementary School Teachers,Elementary School Science,Science Programs,Teacher Leadership,Summer Programs,Institutes (Training Programs),Science Instruction,School Culture,Teacher Attitudes,Teacher Characteristics,Inservice Teacher Education,Counties

The goal of the Howard Hughes Science Institute (HHMI) supported science program is to train one staff member to become a science lead within each of the elementary schools in the Montgomery County (Maryland) Public Schools (MCPS) district. The specific objectives of the first year of HHMI grant project were to: (1) provide approximately 20 teacher leaders with an increased understanding of targeted Next Generation Science Standards (NGSS) practices and the skills needed for them to create a training plan; and (2) to deliver this knowledge to 100 elementary classroom teachers during a week-long Science Summer Institute (SSI). This year 1 evaluation describes the implementation and impact on: (1) teacher leaders as they went through a series of professional development, including creating and implementing the Science Summer Institute (SSI) training for other elementary level teachers; and (2) elementary classroom teachers who attended the week-long SSI professional development. The evaluation includes three recommendations for improvement. The following are appended: (1) Science, Technology, and Engineering Montgomery County Public Schools. Trainer Application--2013-2015 School Years; (2) Second-Fifth Grade Science Summer Institute Overviews (June 23-27); and (3) Aspects that Hinder Effective Science Instructions Reported by SSI Participants.