ethanporcaro/eric-fulltext-meta huggingface dataset:
Results from the 2019 National Assessment of Educational Progress. Publication 19.06 RB
Author: Cornelius, Chelsea
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: National Competency Tests,School Districts,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Public Schools,Urban Schools

This report highlights the results of Austin Independent School District's 4th- and 8th-grade students on the 2019 National Assessment of Educational Progress, also known as the Nation's Report Card.
Creative Learning Initiative: Impact of Creative Teaching on Academic Growth. STAAR Reading and Math Growth from 2016-2017 to 2017-2018. Publication 19.11
Author: Jensen, Mishan
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: School Districts,Creative Teaching,Achievement Gains,Reading Achievement,Mathematics Achievement,Teacher Competencies,Grade 4,Grade 5,Student Characteristics,Creativity,Fine Arts,Art Activities,Faculty Development

This report examines the impact of Creative Teaching techniques on students' academic growth on the State of Texas Assessment of Academic Readiness (STAAR) reading and math tests from 2016-2017 to 2017-2018. Statistically significant growth on STAAR reading was found for students who had teachers who were moderately competent at Creative Teaching techniques and used these techniques at least two times per week in their classrooms.
Understanding the School-Wide Value-Added Measure Used in the Professional Pathways for Teachers (PPfT) Appraisal System. Publication 19.13
Author: DeBaylo, Paige
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Districts,Value Added Models,Teacher Effectiveness,Teacher Evaluation,Achievement Gains,Reports,Mathematics Achievement,Reading Achievement,Achievement Tests

This document describes PPfT school-wide value-added measure by showing how to gain access to your SAS Education Value-Added Assessment System (EVAAS) account, stepping through the school growth measures, and discussing how growth is scored in PPfT appraisal.
Twilight Credit Recovery Program, Promotion and Graduation Outcomes, 2018-2019. Publication 19.16
Author: Orr, Aline
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Student Promotion,Graduation Rate,Racial Differences,Ethnicity,English Language Learners,Socioeconomic Status,Students with Disabilities,Program Effectiveness,Secondary School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Repetition,Required Courses

This report summarizes grade-level promotion and graduation outcomes for 2,859 Austin Independent School District (AISD) students who participated in the Twilight Program in 2018-2019. Of the 12th-grade students enrolled in Twilight in 2018-2019, 95% graduated. Of Twilight students in 6th through 11th grades, 94% were promoted to the next grade level.
Professional Pathways for Teachers (PPfT) Perception Survey Results: Fall 2019. Publication 19.18
Author: Minney, Dana
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Teacher Competencies,School Districts,Teacher Attitudes,Faculty Development,Compensation (Remuneration),Administrator Attitudes,Achievement Gains,Teacher Salaries,Value Added Models

This report answers questions about teacher and administrator perceptions of Professional Pathways for Teachers (PPfT) program implementation. PPfT is a multi-measure appraisal and compensation system designed to empower teachers and improve the quality of teaching in Austin Independent School District. PPfT is in its third year, and stakeholders were interested in, among other things, teachers' perceptions of new program components like professional learning opportunities and compensation. Perceptions of teachers and administrators are a valuable part of the implementation process.
Assessment Centers: AISD&apos;s New Equitable and Rigorous Form of Personnel Selection for Assistant Principals and Principals. Publication 19.19
Author: DeBaylo, Paige
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: School Districts,Personnel Selection,Principals,Assistant Principals,Assessment Centers (Personnel)

This report introduces the topic of assessment centers, an increasingly common personnel selection and development tool. A description of assessment center usefulness and their role in the selection of Austin Independent School District assistant principals and principals is also provided.
Perceptions of Staff&apos;s Social and Emotional Learning in AISD. Publication 19.27
Author: Fayles, Cason
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: School Districts,Teacher Attitudes,Administrator Attitudes,Social Emotional Learning,Correlation,Knowledge Level,Competence,Educational Environment,School Culture,Skill Development,Leadership Responsibility,Student Behavior,Self Efficacy,Academic Achievement,Academic Standards

This report explores teachers' and administrators' perceptions of social and emotional learning (SEL) in AISD. Based on analysis of responses to the 2019 Employee Coordinated Survey and the 2018-2019 Teaching, Empowering, Leading, and Learning (TELL) Survey, this report indicates significant positive correlations between staff's SEL knowledge and competencies and numerous aspects of school climate and culture.
Integrating STEAM Education and Computational Thinking: Analysis of Students&apos; Critical and Creative Thinking Skills in an Innovative Teaching and Learning
Author: Mariana, Epifani Putri
Date: 2023-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Critical Thinking,Creative Thinking,Thinking Skills,Grade 8,Middle School Students,Private Schools,Foreign Countries,Teaching Methods,Educational Innovation

Teaching and learning in the 21st century should equip students with critical and creative thinking skills to be ready to live and contribute productively to society. One suitable learning approach is integrating STEAM education and computational thinking--the STEAM-CT approach. The present study aims to describe students' critical and creative thinking skills in STEAM-CT integrative learning. The descriptive qualitative method was employed in this study. The current study included 26 eighth-grade students from a private middle school in Yogyakarta, Indonesia. According to the analysis, the students demonstrated critical and creative thinking skills during the integrative STEAM-CT learning process, particularly in planning problem solving, flexibility in providing problem solutions, and the aesthetics of their product designs. However, students must still be encouraged to conduct in-depth evaluations and use the results for improvement. For recommendation, to promote students' critical and creative thinking skills, feedback practices could be embedded in teaching and learning.
Identification of Misconceptions about the Human Digestive System Using Concept Maps among Higher Secondary Students
Author: Chavan, Rajendra L.
Date: 2023-04-00
Type: Journal Articles
Subjects: Concept Mapping,Misconceptions,Physiology,Scientific Concepts,Science Instruction,Human Body,Foreign Countries,Two Year College Students,Student Attitudes,Anatomy

Concept maps help detect misconceptions and provide revision exercises to assess comprehension once a topic has been introduced. A concept map is a schematic drawing used to show the connection among the concepts in propositional form. A concept map is a helpful tool for illustrating the relationships between main concepts and sub-concepts. The main objective of the study was to identify misconceptions about the human digestive system among higher secondary students using concept maps. The data was collected from higher secondary students XI class students) (N = 388) with the help of students' preliminary concept maps and researcher-made concept map tools. Findings of the study showed that secondary school students hold misconceptions related to the human digestive system, i.e. few (22.68%) students have misconceptions such as 'Human Digestive System is the process by which hard food is converted into simple diffusible assimilable nutrients', few (19.32%) students have misconceptions such as 'Alimentary Canal starts with the throat,&quot; etc. The present paper will help use concept maps for the identification and remediation of students' misconceptions.
Federal Student Loans Made through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers. CRS Report R45931, Version 12. Updated
Author: Hegji, Alexandra
Date: 2023-06-23
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Aid,Federal Legislation,Debt (Financial),Loan Repayment,Eligibility,Credit (Finance),Loan Default,Student Financial Aid

The William D. Ford Federal Direct Loan (Direct Loan) program is the single largest source of federal financial assistance to support students' postsecondary educational pursuits. The U.S. Department of Education estimates that in FY2024, $85.8 billion in new loans will be made through the program. As of the end of the first quarter of FY2023, $1.4 trillion in principal and interest on Direct Loan program loans, borrowed by or on behalf of 38.3 million individuals, remained outstanding. For many individuals, borrowing a federal student loan through the Direct Loan program may be among their first experiences in incurring a major financial obligation. Upon obtaining a loan, a borrower assumes a contractual obligation to repay the debt over a period that may span a decade or more. Loans were first made through the Direct Loan program in 1994. Since then, Congress has periodically made changes to the program and the terms and conditions of loans. Changes have impacted program aspects such as the availability of loan types, interest rates, loan repayment, loan discharge and forgiveness, and the consequences of default. Over time, the accumulation of changes--many of which are differentially applicable to borrowers or loan types--has resulted in a set of loan terms and conditions that are voluminous and complex. Congress may contemplate making future changes to loan terms and conditions. This report has been prepared to provide Congress with a comprehensive description of the terms and conditions and borrower benefits that are applicable to loans made through the Direct Loan program. Emphasis is placed on discussing loan types, provisions related to borrower eligibility, amounts that may be borrowed, interest and fees, loan repayment, repayment relief, loan forgiveness benefits, the consequences of default, and the methods used to ensure borrowers are informed about the terms and conditions of their loans and their obligation to repay them.
Towards Closing the Language &amp; Culture Gap: A Pedagogical Approach
Author: Ikeguchi, Cecilia B.
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Cultural Awareness,Teaching Methods,Culturally Relevant Education,English (Second Language)

This paper advances an approach to culture and language instruction through the theoretical construct of the 3Ps (Products, Practices, Perspectives), combined with an inquiry-based approach utilizing the theory on stages of second language acquisition. Culture elements, when embodied in a properly developed and organized curriculum can be systematically implemented all along the different phases of language growth. Mastery of a language is not simply mastery of vocabulary as well as grammar and spelling rules. The most successful language learners learn both culture and language together. The conceptualizations provided by research, although at times conflicting, form a useful foundation for language teaching that provides a deeper and a more enriching human experience. Making culture the core in a language class is akin to asserting the obvious (Furstenberg, 2010); they are two flip sides of the same coin. With its focus on revisiting the role of culture in the FL Classroom, the paper seems to fall into the same category - affirming the tried and true, but like Furstenberg, the author believes there is good reason to re-consider the possibility of closing the language and culture gap. [This paper was published in &quot;Journal of Cultural and Religious Studies&quot; v11 n6 Jun 2023.]
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 15. Updated
Author: Hegji, Alexandra
Date: 2023-05-30
Type: Reports - Descriptive
Subjects: Student Loan Programs,Debt (Financial),Federal Programs,COVID-19,Pandemics,Loan Repayment,Financial Problems,Federal Aid,Federal Legislation,Loan Default,Government Role

Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the operation of three federal student loan programs: the William D. Ford Federal Direct Loan (Direct Loan) program, the Federal Family Education Loan (FFEL) program, and the Federal Perkins Loan program. While new loans are currently authorized to be made only through the Direct Loan program, previously made FFEL and Perkins Loan program loans remain outstanding and borrowers of such loans remain responsible for repaying them. As of December 31, 2022, approximately $1.6 trillion in these loans, borrowed by or on behalf of 43.8 million individuals, remained outstanding. In response to the COVID-19 pandemic, numerous questions have arisen regarding student loan repayment flexibilities and debt relief that may be available to individuals to alleviate potential financial effects related to COVID-19. The HEA generally authorizes several options for qualifying individuals. Congressional and administrative action, including the enactment of the Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136) and invocation of the Higher Education Relief Opportunities for Students Act of 2003 (HEROES Act) by the Administration, provide additional student loan relief measures. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties in light of the pandemic. It first lists some preexisting loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
Veterans-Related Education Legislation Enacted in the 117th Congress. CRS Report R47301, Version 4. Updated
Author: Dortch, Cassandria
Date: 2023-03-16
Type: Reports - Descriptive
Subjects: Veterans,Veterans Education,Student Financial Aid,Access to Education,Federal Legislation,Pandemics,Emergency Programs,COVID-19,Federal Aid,Job Training

The U.S. Department of Veterans Affairs (VA) administers several veterans' educational assistance programs for servicemembers and veterans and their family members. The GI Bills are the most well-known and popular veterans' educational assistance programs. The VA estimated that it provided $10.2 billion in benefits to over 800,000 participants in FY2022. The largest program, the Post-9/11 GI Bill, is estimated to account for approximately 82% of benefits and 69% of participants. In recent years, Congress has held several oversight and legislative hearings on a variety of subjects relating to the veterans' education programs, including (but not limited to), improving access and eligibility to benefits, automating claims processing to reduce payment delays, educating eligible individuals about their benefits and choices, and trying to ensure benefits are not wasted on poor quality programs of education. This report discusses measures enacted in the 117th Congress that made changes to the veterans' educational assistance programs. Some of the laws that enacted veterans' educational assistance measures address only veterans' education, while others address a broader set of policies. The report presents a thematic discussion of the primary changes adopted by offering contextual information on prior provisions and issues being addressed by amendments and by describing the amendments.
Afterschool Centers on Education: Cycle 10 Austin Independent School District. Final Report 2019-2020. Publication 19.34a
Author: dela Cruz, William
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: After School Programs,Attendance,Discipline,Student Behavior,Academic Achievement,Student Characteristics,Reading Achievement,Mathematics Achievement,Parent Attitudes,Family Involvement,COVID-19,Pandemics,School Closing,Elementary Secondary Education,Racial Differences,Ethnicity,Program Effectiveness,Gender Differences,Socioeconomic Status,English Language Learners

The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Austin Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Afterschool Centers on Education: Cycle 9 Austin Independent School District. Final Report 2019-2020. Publication 19.34b
Author: dela Cruz, William
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: After School Programs,Attendance,Discipline,Student Behavior,Academic Achievement,Student Characteristics,Reading Achievement,Mathematics Achievement,Parent Attitudes,Family Involvement,COVID-19,Pandemics,School Closing,Elementary Secondary Education,Racial Differences,Ethnicity,Program Effectiveness,Gender Differences,Socioeconomic Status,English Language Learners

The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Austin Cycle 9 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Twilight Credit Recovery Program Annual Report, 2019-2020. Publication 19.30
Author: Orr, Aline
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Repetition,Required Courses,Outcomes of Education,School Districts,Middle School Students,High School Students,School Demography,Academic Achievement,Language Arts,Mathematics Education,Science Education,Social Studies,Attendance,School Closing,COVID-19,Pandemics,Program Effectiveness

This report includes findings regarding demographic characteristics and academic outcomes of Twilight students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
Afterschool Centers on Education: Cycle 10 Boys and Girls Clubs of the Austin Area. Final Report 2019-2020. Publication 19.35
Author: dela Cruz, William
Date: 2020-09-00
Type: Reports - Research
Subjects: School Districts,After School Programs,Youth Clubs,Educational Objectives,Attendance,Discipline,Referral,Academic Achievement,Program Evaluation,Program Effectiveness,Program Implementation,Reading Achievement,Mathematics Achievement,College Readiness,Career Readiness,School Closing,COVID-19,Pandemics,Outcomes of Education

The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE BGCAA Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Reviews of Literature on Accreditation and Quality Assurance
Author: Emmanuelle, Guernon
Date: 2023-03-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Quality Assurance,Educational Quality,Accountability,Credibility,Best Practices,Engineering Education,Distance Education,Electronic Learning,Foreign Countries,Educational Change,Universities,Achievement Rating,Equal Education,Governance,Entrepreneurship,War,Sustainable Development,Deception,Virtual Universities,Compliance (Legal)

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
USDA&apos;s February 2023 Proposed Rule to Update Nutrition Standards for School Meals. CRS Report R47522, Version 2
Author: Billings, Kara Clifford
Date: 2023-04-25
Type: Reports - Descriptive
Subjects: Federal Programs,Nutrition,Standards,Lunch Programs,Breakfast Programs,Educational Legislation,Federal Aid,Dietetics,Change,Elementary Secondary Education

The federal government has prescribed nutritional requirements for school meals since the authorization of the National School Lunch Program (NSLP) in 1946. Such requirements have changed throughout the course of history. Current law requires the Secretary of Agriculture to prescribe &quot;minimum nutritional requirements&quot; based on &quot;tested nutritional research.&quot; In addition, school meal nutrition standards must be &quot;consistent with the goals of the most recent Dietary Guidelines [for Americans]&quot; (DGAs). Under these parameters, USDA has established detailed nutritional requirements in regulations. This report discusses the latest proposed revision of nutritional requirements for school meals, as promulgated by the U.S. Department of Agriculture (USDA) in a proposed rule on February 7, 2023. The proposal, according to USDA, was informed by the DGAs and feedback from stakeholders, particularly in the wake of temporary changes to nutrition standards for school meals during the COVID-19 pandemic. In addition to summarizing the contents of the proposal, this report provides a recent history of changes to the nutrition standards and discusses reactions to and potential implications of the proposed rule.