ethanporcaro/eric-fulltext-meta huggingface dataset:
Wraparound Services Needs Assessment: Campus Needs Assessment Findings, Fall 2019 Survey
Author: Stroub, K.
Date: 2021-00-00
Type: Reports - Research
Subjects: Integrated Services,Community Programs,Needs Assessment,Elementary Secondary Education,Health Needs,Psychological Needs,Housing Needs,Low Income Students,English Language Learners,Special Needs Students,Poverty,Social Differences,Special Education,Differences,Institutional Characteristics,Geographic Location

The Wraparound Services Department connects students and their families with non-academic community resources that support the students' ability to learn in school. The district currently partners with over 200 community organizations to offer wraparound services across 210 campuses. Wraparound Services Specialists in these campuses work with various organizations to address student and family needs within the domains of mental and physical health, food and housing insecurity, home and neighborhood safety, and out-of-school educational needs. With support from the Houston Endowment and the City of Houston, Houston Independent School District (HISD) has recently committed to expanding its Wraparound Services Program. Dubbed the &quot;Supporting Students, Uplifting Communities&quot; initiative, HISD seeks to increase the number of Wraparound Services Specialists from 210 to 280, ensuring that every campus in the district has at least one dedicated full-time specialist by the 2021-22 school year. Additionally, to better align the services that wraparound specialists have available to them with student and family needs, the district created and administered the first annual Needs Assessment Survey in Fall 2019. The survey was administered to students, parents, and teachers at existing wraparound campuses. In total, 51,769 students, 5,305 parents, and 4,698 teachers completed the survey. The survey asked respondents to identify non-academic needs across five key domains: (1) health, dental, and hygiene needs; (2) emotional and psychological needs, (3) home and family needs, (4) educational and vocational needs, and (5) social and recreational need. The purpose of this brief is to provide an overview of how campus needs vary by neighborhood location and campus characteristics. This brief is divided into five sections: (1) Section I explores how the needs of students vary by campus characteristics (economic disadvantage, limited English proficiency, and special education); (2) Section II compares the needs at Achieve 180 campuses to the needs at non-Achieve 180 campuses; (3) Section III presents maps illustrating the geographic distribution of high need campuses across HISD; (4) Section IV provides tables ranking all current wraparound campuses by their level of need; and (5) Section V highlights the five highest need campuses for each question asked on the survey. [For related reports see, &quot;Wraparound Services Needs Assessment: District-Wide Needs Assessment Findings, Fall 2019&quot; (ED611196) and &quot;Wraparound Needs in HISD: Findings from the District's 2019 Needs Assessment Survey&quot; (ED611190).]
Wraparound Services Needs Assessment: District-Wide Needs Assessment Findings, Fall 2019
Author: Stroub, K.
Date: 2021-00-00
Type: Reports - Research
Subjects: Integrated Services,Needs Assessment,Community Programs,Housing Needs,Health Needs,Elementary Secondary Education,School Districts,Psychological Needs,Individual Needs

The Wraparound Services Department connects students and their families with non-academic community resources that support the students' ability to learn in school. The district currently partners with over 200 community organizations to offer wraparound services across 210 campuses. Wraparound Services Specialists in these campuses work with various organizations to address student and family needs within the domains of mental and physical health, food and housing insecurity, home and neighborhood safety, and out-of-school educational needs. With support from the Houston Endowment and the City of Houston, Houston Independent School District (HISD) has recently committed to expanding its Wraparound Services Program. Dubbed the &quot;Supporting Students, Uplifting Communities&quot; initiative, HISD seeks to increase the number of Wraparound Services Specialists from 210 to 280, ensuring that every campus in the district has at least one dedicated full-time specialist by the 2021-22 school year. Additionally, to better align the services that wraparound specialists have available to them with student and family needs, the district created and administered the first annual Needs Assessment Survey in Fall 2019. The survey was administered to students, parents, and teachers at existing wraparound campuses. In total, 51,769 students, 5,305 parents, and 4,698 teachers completed the survey. The survey asked respondents to identify non-academic needs across five key domains: (1) health, dental, and hygiene needs; (2) emotional and psychological needs; (3) home and family needs; (4) educational and vocational needs; and (5) social and recreational needs. The purpose of this brief is to provide an overview of the key areas of need that students, parents, and teachers reported across the five survey domains. In this brief, survey findings are reported for the district overall. [For related reports see &quot;Wraparound Services Needs Assessment: Campus Needs Assessment Findings, Fall 2019 Survey&quot; (ED611195) and &quot;Wraparound Needs in HISD: Findings from the District's 2019 Needs Assessment Survey&quot; (ED611190).]
Comparison of Academic Achievement and Social Development of Prekindergarten Students in HISD Early Childhood Centers and School-Based Programs, 2019-2020. Research Educational Program Report
Author: Graham, Georgia
Date: 2020-09-24
Type: Reports - Research
Subjects: Academic Achievement,Social Development,Preschool Children,Preschool Education,Child Care Centers,Social Emotional Learning,Literacy,Mathematics Achievement,Predictor Variables,Language Proficiency,Special Education

With the expansion of early childhood education, more studies have documented significant benefits of early learning and social and emotional learning on academic success. The evaluation used descriptive and inferential statistical analyses to examine HISD prekindergarten students' academic achievement in language and literacy, mathematics, and social and emotional learning (SEL) during the 2019-2020 school year, taking into consideration age and campus type. Proficiency levels in the specified social development and academic areas were measured at the beginning-of-year (BOY) and middle-of-year (MOY). The results from descriptive analyses indicated that while there was a high level of agreement among HISD teachers regarding the assessment of students' SEL, teachers found the administration of the assessment to be too time-consuming, especially in School-Based Programs (SBPs) that tend to have larger class sizes. At the student level, the evaluation found that there were increases in the percent of HISD prekindergaten students that attained proficiency in SEL, language and literacy and mathematics from BOY to MOY. Higher proficiency levels were, generally, found among SBP students compared to Early Childhood Center (ECC) students. Logistic regression models were used to examine the relationship between predictor variables and the likelihood that HISD prekindergarten students would achieve proficiency in language and literacy, and mathematics by the middle of the year. Results indicated that the largest effect on students' academic achievements was their BOY score. Although the effect size was small, students' proficiency on the social and emotional assessment at BOY was a positive and significant predictor of students' proficiency in mathematics regardless of language version and age group. Special education (SPED) students were less likely than their counterparts to be proficient on the mathematics and language and literacy assessments by the middle of the year across test language version and age group.
How Intermediaries Can Help Black and Latinx Youth Develop a Strong Occupational Identity: Four Principles of Practice. Building Equitable Pathways Series
Author: Hoffman, Nancy
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Poverty,Social Justice,Professional Identity,Best Practices,Cultural Capital,Competence,Self Advocacy,Equal Opportunities (Jobs),At Risk Persons,Career Counseling,Equal Education,Minority Group Students,Youth Programs,Racial Bias,Social Bias,Language Usage,School Counseling,African American Students,Hispanic American Students,Career Readiness,College Readiness

This document identifies guiding principles that intermediary staff members and leaders can use to support equitable career outcomes for youth--particularly Black and Latinx youth and young people who are experiencing poverty. These four principles are imperatives for how staff members at intermediary organizations can design strategies for guiding and engaging with youth.
Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics: An Issue Brief
Author: Bienkowski, Marie
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Teaching Methods,Learning Processes,Data Analysis,Barriers,Outcomes of Education,Productivity,Kindergarten,Elementary Secondary Education,Educational Policy,Educational Administration,Academic Achievement,Decision Making,Online Systems,Web Sites,Privacy,Ethics,Data Use,Computer Software,Integrated Learning Systems,Student Behavior,Trend Analysis,Individualized Instruction,Profiles,Learning Activities

As more of commerce, entertainment, communication, and learning are occurring over the Web, the amount of data online activities generate is skyrocketing. Commercial entities have led the way in developing techniques for harvesting insights from this mass of data for use in identifying likely consumers of their products, in refining their products to better fit consumer needs, and in tailoring their marketing and user experiences to the preferences of the individual. More recently, researchers and developers of online learning systems have begun to explore analogous techniques for gaining insights from learners' activities online. This issue brief describes data analytics and data mining in the commercial world and how similar techniques (learner analytics and educational data mining) are starting to be applied in education. The brief examines the challenges being encountered and the potential of such efforts for improving student outcomes and the productivity of K--12 education systems. The goal is to help education policymakers and administrators understand how data mining and analytics work and how they can be applied within online learning systems to support education-related decision making.
Demographic and Academic Characteristics Associated with College Readiness and Early College Success in the Republic of the Marshall Islands. REL 2021-072
Author: Shannon, Lisa
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,College Students,Academic Achievement,Student Characteristics,Student Placement,College Credits,Academic Persistence,College Mathematics,College English,Gender Differences,Grade Point Average,High School Graduates,Achievement Tests,Scores

In the Republic of the Marshall Islands, college readiness and early college success are major concerns. More than 75 percent of a recent cohort of incoming students at the College of the Marshall Islands placed into developmental courses, which suggests that students might not be academically prepared to take postsecondary coursework. A lack of research on predictors of college readiness and early college success for Marshallese students makes it difficult to develop and implement targeted interventions. This study examined academic preparation characteristics and the college readiness and early college success of students who graduated from Republic of the Marshall Islands public high schools and enrolled at the College of the Marshall Islands between 2015 and 2017. It also examined the relationships between student demographic and preparation characteristics and college readiness and early college success. College readiness and early college success were defined as achieving all three of the following indicators: placing into only credit-bearing math and English courses, earning all credits attempted during the first year of college, and persisting to a second year of college. About 3 percent of students met all three indicators; 5 percent placed into only credit-bearing math and English courses at the College of the Marshall Islands, 19 percent earned all credits attempted during their first year of college, and 53 percent persisted to a second year of college. Several student characteristics were related to college readiness and early college success. Female students were less likely than male students to persist to a second year of college. Students with a higher cumulative high school grade point average were more likely than other students to earn all credits attempted during their first year of college and to persist to a second year of college. [For the appendixes, see ED611201. For the study brief, see ED611202. For the study snapshot, see ED611204.]
Demographic and Academic Characteristics Associated with College Readiness and Early College Success in the Republic of the Marshall Islands. Appendixes. REL 2021-072
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,College Students,Academic Achievement,Student Characteristics,Student Placement,College Credits,Academic Persistence,College Mathematics,College English,Gender Differences,Grade Point Average,High School Graduates,Achievement Tests,Scores

These are the appendixes for the report, &quot;Demographic and Academic Characteristics Associated with College Readiness and Early College Success in the Republic of the Marshall Islands.&quot; This study examined academic preparation characteristics and the college readiness and early college success of students who graduated from Republic of the Marshall Islands public high schools and enrolled at the College of the Marshall Islands between 2015 and 2017. It also examined the relationships between student demographic and preparation characteristics and college readiness and early college success. Four appendixes are included in the document: (1) Marshall Islands education system; (2) Methods; (3) Supporting analysis; and (4) Sensitivity analyses. [For the full report, see ED611200. For the study brief, see ED611202. For the study snapshot, see ED611204.]
Demographic and Academic Characteristics Associated with College Readiness and Early College Success in the Republic of the Marshall Islands. Study Brief. REL 2021-072
Author: Shannon, L.
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,College Students,Academic Achievement,Student Characteristics,Student Placement,College Credits,Academic Persistence,College Mathematics,College English,Gender Differences,Grade Point Average,High School Graduates,Achievement Tests,Scores

In the Republic of the Marshall Islands, college readiness and early college success are major concerns. More than 75 percent of a recent cohort of incoming students at the College of the Marshall Islands placed into developmental courses, which suggests that students might not be academically prepared to take postsecondary coursework. A lack of research on predictors of college readiness and early college success for Marshallese students makes it difficult to develop and implement targeted interventions. This study examined academic preparation characteristics and the college readiness and early college success of students who graduated from Republic of the Marshall Islands public high schools and enrolled at the College of the Marshall Islands between 2015 and 2017. It also examined the relationships between student demographic and preparation characteristics and college readiness and early college success. College readiness and early college success were defined as achieving all three of the following indicators: placing into only credit-bearing math and English courses, earning all credits attempted during the first year of college, and persisting to a second year of college. About 3 percent of students met all three indicators; 5 percent placed into only credit-bearing math and English courses at the College of the Marshall Islands, 19 percent earned all credits attempted during their first year of college, and 53 percent persisted to a second year of college. Several student characteristics were related to college readiness and early college success. Female students were less likely than male students to persist to a second year of college. Students with a higher cumulative high school grade point average were more likely than other students to earn all credits attempted during their first year of college and to persist to a second year of college. [For the full report, see ED611200. For the appendixes, see ED611201. For the study snapshot, see ED611204.]
Demographic and Academic Characteristics Associated with College Readiness and Early College Success in the Republic of the Marshall Islands. Study Snapshot. REL 2021-072
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Readiness,College Students,Academic Achievement,Student Characteristics,Student Placement,College Credits,Academic Persistence,College Mathematics,College English,Gender Differences,Grade Point Average,High School Graduates

In the Republic of the Marshall Islands, college readiness and early college success are major concerns. More than 75 percent of a recent cohort of incoming students at the College of the Marshall Islands did not place into credit-bearing math and English courses, which suggests that students might not be academically prepared to take postsecondary coursework. This study yields information about which demographic and academic preparation factors relate to college readiness and early college success in the Republic of the Marshall Islands. The findings can inform potential policy and practice around college preparation. The Republic of the Marshall Islands Ministry of Education and College of the Marshall Islands provided data for students who graduated from Republic of the Marshall Islands public high schools between spring 2015 and spring 2017 and enrolled as first-time, degree-seeking students at the College of the Marshall Islands between fall 2015 and fall 2017 (n = 482). The study examined the relationships between student characteristics and college readiness and early college success based on students' achieving three indicators: placing into only credit-bearing math and English courses, earning all credits attempted during the first year of college, and persisting to a second year of college. [For the full report, see ED611200. For the appendixes, see ED611201. For the study brief, see ED611202.]
Examining Equity in Access to Pre-Kindergarten in HISD: A Summary of Prior HERC Research. The Equity Project
Author: Rice University, Houston Education Research Consortium (HERC)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Districts,Equal Education,Access to Education,Preschool Education,Economically Disadvantaged,Preschool Children,English Language Learners,Enrollment,Proximity,Educational Needs,School Location,Educational Quality,Outreach Programs

Though economically disadvantaged students in the Houston Independent School District (HISD) have &quot;greater&quot; access to pre-kindergarten (pre-k) than their peers, English learner (EL) students do not. Equity in access to nearby pre-k would mean at-risk students, particularly those targeted for free public pre-k in Texas, would have greater access to nearby pre-k programs than their peers. Having access to a nearby pre-k program is important, as students who have a pre-k program in their elementary zone or within one mile of their homes are more likely to enroll. Similarly, equity in access to high quality programs would mean groups targeted by pre-k policies, who may find greater benefit from enrollment in high quality programs, would be more likely to be enrolled in these programs. This study finds EL students are at a disadvantage compared to their peers, with lower likelihood of being enrolled in a high quality program despite being more likely to benefit from high quality pre-k than their non-EL peers. This document summarizes prior HERC research examining pre-k access for students in HISD.
Putting Students First: Are Associate Degrees Preparing Graduates for Successful Careers? The ACCT 2016 Invitational Symposium: Getting in the Fast Lane--Ensuring Economic Security and Meeting the Workforce Needs of the Nation. Discussion Paper
Author: Rothwell, Jonathan
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: College Graduates,Associate Degrees,Career Readiness,Program Effectiveness,Student Experience,Predictor Variables,Cost Effectiveness,Community Colleges,Two Year College Students,Outcomes of Education,Income,Bachelors Degrees,Costs,Educational Attainment,Federal Aid,Wages,Public Colleges,Private Colleges,Proprietary Schools,Intellectual Disciplines,Graduation Rate,Student Attitudes

Senior Economist Jonathan Rothwell of Gallup, presents data on employment outcomes for college graduates from different types of colleges. He also provides findings from the Gallup-USA Funds Associate Degree Graduates Survey which shows there are a number of student experiences that are highly predictive of overall life-evaluation. He cites the factors that contribute to a positive high life evaluation, noting that approximately 46 percent of Associate degree earners reported their college education was worth the cost. He concludes that with rising college costs students need to be better informed about the potential outcomes of their investment.
Learning While Earning: How Low Income Working Learners Differ from All Other American College Students. The ACCT 2016 Invitational Symposium: Getting in the Fast Lane--Ensuring Economic Security and Meeting the Workforce Needs of the Nation. Discussion Paper
Author: Carnevale, Anthony P.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Low Income Students,Student Employment,Barriers,Community Colleges,Student Needs,Student Characteristics,At Risk Students,Student Loan Programs,Grades (Scholastic),Bachelors Degrees,Associate Degrees,Educational Certificates,Selective Admission,Proprietary Schools,African American Students,Hispanic American Students,Enrollment,Parents,Paying for College,Grants,Employment Level,Gender Differences,One Parent Family

Researchers from the Georgetown University Center on Education and Workforce, Anthony Carnevale and Nicole Smith, examine the challenges working students face and the impacts of these challenges on completion and debt. Working and paying tuition and fees &quot;as you go&quot; is no longer an option for the majority of America's college students; however, community colleges and public four-year colleges may still facilitate a pay-as-you-go option. Students pursuing postsecondary credentials and/or wishing to attain the skills necessary to land a good job need support from career counselors to understand their options and the economic value of their selected major.