ethanporcaro/eric-fulltext-meta huggingface dataset:
Children and Young People&apos;s Access to Books and Educational Devices at Home during the Cost-of-Living Crisis: A Survey of over 3,000 Parents and Carers in 2023
Author: National Literacy Trust (United Kingdom)
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Economic Factors,Books,Costs,Parent Attitudes,Socioeconomic Status,Access to Computers,Barriers,Stress Variables,Reading,School Libraries,Family Income,Coping

In early 2023, 85.6% of parents reported being worried about the cost-of-living crisis, and, as a consequence, they cut back on energy, food, gas and electricity. While parents recognised the many benefits of reading for their children's learning and well-being, household budgets were under pressure: 1 in 5 (20.0%) were buying fewer books for their children, especially those families who were struggling financially as a result of the cost-of-living crisis. The cost-of-living crisis is affecting household finances across income brackets, with many parents and carers struggling financially under the current circumstances. This report explores the impact of cost-of-living pressures on children and young people's access to reading resources and support at home.
Seldom-Heard Voices: Adult Literacy in the UK. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2022-10-00
Type: Reports - Research
Subjects: Adult Literacy,Risk,Literacy Education,Disadvantaged,Foreign Countries,Adults,Socioeconomic Influences,Reading Attitudes,Gender Differences,Barriers,Age Differences,Social Differences

The UK continues to face a huge adult-literacy challenge, with a sizeable percentage of the UK adult population having very low literacy skills. In addition to highlighting the literacy challenge in the UK, this report shows these individuals experience negative impacts on personal relationships, wellbeing, health, and education, as well as a greater risk of unemployment or being in low-paid work. In addition to many people struggling with low literacy skills, the report also showed that there are also many negative perceptions around, and attitudes towards, literacy. If more action is not taken to tackle low literacy in adults, there is the risk of perpetuating and reinforcing an intergenerational cycle of disadvantage.
Postsecondary Education and Employment Outcomes for Career and Technical Education Graduates in the Class of 2013. Publication 15.40 RB
Author: Pazera, Carol
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Outcomes of Education,Employment,Vocational Education,Career Pathways,Enrollment,Disadvantaged

Austin Independent School District (AISD) Career and Technical Education (CTE) graduating seniors in 2013 appeared to enroll in postsecondary institutions and join the workforce at rates similar to those of other graduates.
Why Some Early College High School Students Do Not Transition to a 4-Year College: An Exploration of Perceived Barriers and Schooling Experiences on Students&apos; Transition Plans
Author: Hutchins, Bryan C.
Date: 2019-00-00
Type: Reports - Research
Subjects: High Schools,High School Graduates,College Preparation,Noncollege Bound Students,Barriers,Educational Experience,Student Attitudes,Decision Making,Educational Opportunities,Postsecondary Education,Expectation,High School Seniors,College Readiness,Student Characteristics

This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4-year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4-year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of non-college bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that non-college bound students are diverse in their reasons for not continuing their education at a 4-year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. [This paper was published in &quot;Psychology in the Schools&quot; v56 n7 p1117-1138 2019 (EJ1221093).]
Students Continue to Report a Positive School Climate. Student Climate Survey Results: Spring 2014 through Spring 2016. Publication 15.53a
Author: Lamb, Lindsay M.
Date: 2016-06-00
Type: Reports - Research
Subjects: Educational Environment,Learner Engagement,Behavior Patterns,Self Esteem,Teacher Expectations of Students,Social Emotional Learning,Inclusion,Peer Relationship,Student Attitudes,Elementary School Students

The student climate survey provides the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self-confidence, teacher expectations, student engagement, school connectedness and SEL skills.
Next Generation School Accountability in Utah: A Report of the Utah Accountability Redesign Advisory Committee to the Utah State Board of Education
Author: Marion, Scott
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Accountability,Educational Change,Competency Based Education,Evaluation Criteria,State Boards of Education,State Legislation,Pandemics,COVID-19,State Standards,Performance Based Assessment,Advisory Committees,Educational Indicators,School Districts,Stakeholders,Statewide Planning,Elementary Secondary Education,State Policy,Educational Policy,Educational Improvement

The Utah State Board of Education (USBE) released a Request for Proposals (RFP) during the summer of 2021 for a firm to support the redesign of Utah's School Accountability System so that it's more aligned with Personalized, Competency-Based Learning and Utah's Portrait of a Graduate, but still simple and transparent. The current Utah School Accountability System was established through S.B. 220 during the 2017 legislative session, prior to the Personalized, Competency-Based Learning and Portrait of a Graduate initiatives. The Utah State Board of Education (USBE) wanted to reexamine the theory of action that underpins Utah's school accountability system. In addition, the pandemic highlighted the shortcomings of a state accountability system's heavy reliance on state assessment results. Given these dynamics, USBE wanted to engage stakeholders to examine and recommend a redesigned school accountability system inclusive of the additional initiatives; be more comprehensive in its evaluation criteria; and support continuous school improvement in all schools. The report presents recommendations for the redesign of Utah's School Accountability System. The overarching goal of the redesign process was to create a system that supports schools in implementing a Personalized and Competency Based learning system and facilitating student achievement of the knowledge, skills, and dispositions represented by Utah's Portrait of a Graduate. Another key goal was to make the system as simple and transparent as possible while recognizing that evaluating school quality is a complex endeavor. The recommendations stem from the Accountability Redesign Advisory Committee as well as from broad-based community input. The Advisory Committee engaged in almost a year-long deliberative process working through the development of a detailed theory of action, articulating clear principles to guide the selection of indicators and the system design, and offering policy recommendations to support the proposed system design. The 29 Advisory Committee members represented school and local education agency (LEA) leaders, LEA assessment directors, teachers, and parents. The Advisory Committee is composed of members from the following stakeholder groups: Assessment Directors, Teachers, LEA Specialists (Growth, Special Education, DTL, ALS, Ed Tech), Executive Directors, Superintendents, Assistant Superintendents, Local Board, principals, and Parents.
Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?
Author: Kavish, Nicholas
Date: 2017-00-00
Type: Journal Articles
Subjects: Physiology,Psychopathology,Correlation,Antisocial Behavior,Violence,Symptoms (Individual Disorders),Males,Gender Differences,Reading Difficulties,Middle School Students,Reading Tests,Affective Behavior

A wealth of past research has examined the relationship between low physiological arousal and violence or antisocial behavior. Relatively little research; however, has examined the relationship between low physiological arousal and psychopathic traits, with even less having been conducted with juveniles. The current study attempts to fill this gap by evaluating juveniles' physiological arousal using resting heart rate and their levels of psychopathic traits. Results suggest that there is indeed an inverse relationship between resting heart rate and the affective traits of psychopathy (Uncaring, Callousness, and Unemotionality) as well as Thrill or Sensation Seeking in males. No significant relationship was found in females. Implications of the findings as well as study limitations and future directions are discussed.
Project GLAD® Focus Group Summary: Spring 2016. Publication 15.58 RB
Author: Cornelius, Chelsea
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: School Districts,Faculty Development,Middle School Teachers,Language Acquisition,Communication Skills,Cooperative Learning,Visual Aids,Cognitive Style,Educational Benefits,Barriers,Language Teachers,Program Effectiveness

This report summarizes feedback from AISD teachers and program coordinators who participated in Spring 2016 focus group discussions about a newly implemented professional development model called Project GLAD.
Analysis of Performance Gaps: Austin Independent School District, 2012-2013 through 2014-2015. Publication 15.39 RB
Author: Schmitt, Lisa
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: School Districts,Academic Achievement,Achievement Gap,Equal Education,Reading Achievement,Mathematics Achievement,Writing Achievement,Discipline,Graduation Rate,Racial Differences,Gender Differences,Special Education,Economically Disadvantaged

This report is one of several that examines student academic performance data to investigate equity in AISD. It describes the performance gaps between and among student groups district-wide for reading, math, writing, disciplinary removals/placements, and graduation rates.
Early Language Skills: The Role of the Home Learning Environment and Emerging Insights into the Impact of the Pandemic. A National Literacy Trust Research Report
Author: Cole, Aimee
Date: 2022-04-00
Type: Reports - Research
Subjects: Language Skills,Young Children,Pandemics,COVID-19,Family Environment,Family Involvement,Literacy,Child Development,Emergent Literacy,Reading Skills

Children's literacy development begins long before formal schooling, with parents and the home environment exerting important influences on the development of their children's language skills. A focus on the early years and the home learning environment of children is therefore crucial to ensure that they get the best possible foundation for their literacy skills. There is some research has shown that the pandemic and associated lockdowns have led to an increase in home learning activities (e.g. Davies et al., 2021). However it also has shown that, overall, parents engaged in fewer home learning activities in 2021 compared with the two previous years. There have likely been various reasons for changes in the home learning environment during the pandemic. Indeed, it's not far-fetched to consider the increased isolation and lack of contact and support from others leading to insecurity for parents when it comes to supporting their child in the home. With these pressures, developing a home learning environment may be of less priority to a parent. Alternatively, rather than not being a priority, some parents may have lacked the resources or time to consider alternatives to early learning engagement. Finally, stress and anxiety surrounding the pandemic may have prevented parents from engaging in activity as normal. This report synthesises information from the following sources to provide insight into the importance of the home learning environment and early language skills: (1) Existing literature; (2) Survey data of parents the National Literacy Trust commissioned from One Poll in 2019 (n = 2,000) and 2020 (n = 2,000), and Savanta ComRes in 2021 (n = 1,562); (3) Insight from the 2015 and 2021/2 evaluation of our Early Words Together programme. [This report was commissioned by Paramount as part of a partnership between the National Literacy Trust and Blue's Clues &amp; You!.]
How Innovative Staffing Can Address Teacher Shortages, Permanently--And Boost Learning
Author: Barrett, Sharon Kebschull
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Personnel Selection,Outcomes of Education,Innovation,Educational Finance,School Schedules,Tutoring,Financial Support,Teacher Interns,Inservice Teacher Education

Innovative staffing means thinking differently about instructional roles and available funding to improve academics, creating new career options for teachers and addressing persistent teaching vacancies. By reallocating funding from these vacancies, existing budgets can fund new staffing models that increase teacher collaboration and pay, extend the reach of excellent teachers, give aspiring teachers a paid residency to set them up for a successful first year, and create school-day schedules that incorporate high-impact tutoring for all students. While some staffing design efforts accomplish one or two of these goals, the most innovative staffing models accomplish all of them, within regular budgets. This brief explains how the Opportunity Culture initiative aims to meet all these goals.
Public Libraries and Literacy Recovery
Author: National Literacy Trust (United Kingdom)
Date: 2022-00-00
Type: Reports - Research
Subjects: Public Libraries,Literacy,Achievement Gains,Pandemics,COVID-19,Disadvantaged Youth,School Readiness,Delayed Speech,Language Acquisition,Infants,Toddlers,Library Services,Achievement Gap,Library Role,Foreign Countries,Emergent Literacy,Equal Education,Reading Skills

Public libraries are a national reading service, supporting reading and literacy throughout life. As a free local resource, they are particularly powerful in supporting the development of literacy and reading skills in disadvantaged communities. Libraries have a unique and powerful role to play in raising literacy skills, vital for individuals and communities to fulfil their social and economic potential. The pandemic has exacerbated the literacy challenge. Despite the huge achievements of the education and library sectors in supporting children's reading throughout periods of school closures, it is now apparent that the disruption caused by the pandemic has influenced children's literacy in a number of ways: (1) children from disadvantaged communities have fallen furthest behind; (2) school readiness has suffered and more children are starting school with speech and language delay; and (3) the early language development of babies and toddlers from disadvantaged communities has been particularly impacted by temporary library closures. The report highlights evidence that, despite the huge achievements of teachers and librarians in supporting pupils through periods of school closures, the pandemic has exacerbated the literacy gap between children from disadvantaged backgrounds and their peers. Public libraries have an important role to play in supporting these pupils and aiding post pandemic educational recovery. [The report was produced in partnership with Libraries Connected.]
Engaging Students in High School Algebra: The Better Math Teaching Network. Summative Developmental Evaluation Report
Author: Sherer, Jennifer Zoltners
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Students,Algebra,Student Centered Learning,High School Teachers,Networks,Grade 9,Evidence Based Practice,Teacher Collaboration,Teacher Attitudes,Program Effectiveness,Teacher Competencies

From 2016 to 2021, the Better Math Teaching Network (BMTN) aimed to transform high school mathematics teaching in New England. Researchers and teachers worked together to make high school Algebra I classes more student centered. Network leaders organized the BMTN as a networked improvement community (NIC) to address a common problem of practice using improvement science. The BMTN was piloted with a group of nine teachers during the 2015-2016 school year and added teachers the following three years. In all, a total of 63 teachers engaged in the BMTN. Selected from a pool of volunteers that applied to join the network, participating teachers worked in urban, suburban, and rural contexts and taught at least one Algebra I course to 9th grade students. They engaged collaboratively to continuously improve their teaching, enhancing learning for thousands of high school math students throughout New England. This report is a developmental evaluation that studied and supported the networked improvement community's (NIC) initiation, development, outcomes, and dissemination of lessons learned. The developmental evaluation of BMTN aimed to: (1) infuse an evidence-based critical friend/thought partner perspective into the network development process; (2) track growth and the development of the NIC as a learning organization; (3) produce useable knowledge for the education field and specifically for other educators, policymakers, funders, and researchers interested in the NIC model as a way to organize for improvement and address high-leverage practical problems; and (4) advance the evaluation field by testing and refining models for evaluating improvement processes and NICs in education contexts.
Afterschool Centers on Education: Cycle 7 Austin Independent School District. Final Report 2015-2016. Publication 15.62a
Author: Naik, Reetu
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: After School Programs,School Districts,Outcomes of Education,Elementary School Students,High School Students,Middle School Students,Academic Achievement,Attendance,Discipline,Grade Point Average,Program Design,Program Evaluation

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.
Afterschool Centers on Education: Cycle 8 Austin Independent School District. Final Report 2015-2016. Publication 15.62b
Author: Naik, Reetu
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: After School Programs,School Districts,Outcomes of Education,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Program Evaluation,Attendance,Discipline,Program Design,Grade Point Average

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.
2019 Advanced Placement and International Baccalaureate Course Enrollment and Exam Participation and Performance for High School Students in Montgomery County Public Schools. Memorandum
Author: Wilson, Janet S.
Date: 2019-12-19
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,Enrollment Trends,Tests,Academic Achievement,High Schools,High School Students,Course Selection (Students),Scores,Public Schools,Student Participation,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Limited English Speaking,Intellectual Disciplines,Low Income Students

This memorandum provides information related to Advanced Placement (AP) and International Baccalaureate (IB) course enrollment, exam participation, and exam performance during the 2018-2019 school year in Montgomery County Public Schools (MCPS). In 2019, all 25 MCPS comprehensive high schools offered AP courses and 8 high schools provided IB programs. Districtwide, more than 56.0 percent of MCPS high school students enrolled in at least one AP or IB course in 2019. In the past three years, the rate of AP/IB course enrollment increased 6.8 percentage points. The continued emphasis on rigorous course-taking resulted in 41,048 AP exams taken by MCPS students in 2019 and 29,334 of those tests had a score of 3 or higher. The percentage of AP exams taken by MCPS students who attained scores of 3 or higher (71.5 percent) was 4.7 and 13.6 percentage points higher than those for public school students in the state of Maryland (66.8 percent) and the nation (57.9 percent), respectively. The number of IB exams taken by MCPS students decreased from 3,770 in 2017 to 3,587 in 2019.
Afterschool Centers on Education: Cycle 7 Boys and Girls Club of the Greater Austin Area. Final Report 2015-2016. Publication 15.62c
Author: Naik, Reetu
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: After School Programs,School Districts,Youth Programs,Clubs,Outcomes of Education,Academic Achievement,Elementary School Students,Program Design,Program Evaluation,Attendance,Discipline

This report presents outcomes for students who participated in the Cycle 7 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.
Afterschool Centers on Education: Cycle 8 Boys and Girls Club of the Greater Austin Area. Final Report 2015-2016. Publication 15.62d
Author: Naik, Reetu
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: After School Programs,Youth Programs,Clubs,School Districts,Outcomes of Education,Academic Achievement,Elementary School Students,High School Students,Attendance,Discipline,Program Implementation,Program Evaluation,Program Design,Fidelity

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.