ethanporcaro/eric-fulltext-meta huggingface dataset:
Model Reading Intervention Program, Grade 4: 2001-2002. Publication Number 01.13
Author: Kline, Cathy J.
Date: 2002-10-00
Type: Reports - Descriptive
Subjects: School Districts,Reading Programs,Program Evaluation,Reading Tests,Elementary School Students,Grade 4,Reading Difficulties,Progress Monitoring,Reading Achievement

This report summarizes evaluation results from AISD's Model Reading Intervention Program (MRIP) at grade 4 during the 2001-2002 school year.
GEAR UP Austin: Impacting Lives Project. 2001-2002 Evaluation. Publication Number 01.15
Author: Alderete, Karen
Date: 2002-11-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Effectiveness,College Readiness,Middle School Students,Grade 8,Summer Schools,Tutorial Programs,Faculty Development,Parent Participation,Work Study Programs,Program Implementation,Counseling Services

This report summarizes the 2001-2002 program evaluation results of AISD's GEAR UP program.
Principles of Learning, 2001-2002 Evaluation Report. Publication Number 01.16
Author: Piñon, Denise
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Educational Principles,Faculty Development,Educational Practices,Educational Quality,Partnerships in Education,Program Implementation,Instructional Leadership,Principals,Superintendents,Teachers,Elementary Secondary Education,Models,Decision Making

This report summarizes evaluation results from the AISD Principles of Learning initiative for the 2001-2002 school year.
State Compensatory Education Evaluation Report, 2001-2002. Publication Number 01.18
Author: Schmitt, Lisa
Date: 2003-02-00
Type: Reports - Evaluative
Subjects: State Programs,Compensatory Education,At Risk Students,High School Students,Potential Dropouts,Dropout Prevention,Program Evaluation,Elementary School Students,Special Education,Behavior Modification,Mental Health Programs,Itinerant Teachers,Pregnancy,Health Services,Secondary School Students,Nontraditional Education

This report summarizes results of AISD's State Compensatory Education programs for at-risk students in 2001-2002.
IEA International Civic and Citizenship Education Study 2022: Assessment Framework
Author: Schulz, Wolfram
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Citizenship Education,Context Effect,Guidelines,Course Content,Outcomes of Education,Evaluation Methods,Social Attitudes,Citizen Participation,Student Attitudes,Teacher Attitudes,Test Items,Test Construction,Computer Assisted Testing,Information Technology,Political Attitudes,Diversity,Barriers,Teaching Methods,Educational Objectives,Social Media,Global Approach,Grade 8,Cross Cultural Studies

The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the changing ways in which young people are prepared to undertake their roles as citizens across a wide range of countries. This assessment framework provides a conceptual underpinning for the international instrumentation for ICCS 2022. It needs to identify and define those aspects of cognitive and affective-behavioral content that should be considered important learning outcomes of civic and citizenship education, as well as contextual factors that are setting the context for students' civic learning. The ICCS 2022 assessment framework consists of four parts: (1) the civic knowledge framework (describing aspects to be addressed when measuring students' civic knowledge and understanding); (2) the civic attitudes and engagement framework (describing the affective-behavioral constructs to be measured); (3) the contextual framework (outlining the relevant context factors measured through student, teacher, school, and national contexts questionnaires necessary to understand cognitive and affective-behavioral learning outcomes); and (4) the assessment design (describing the coverage of framework domains, the different item types, the assessment design, features of computer-enhanced measurement used in the international option of a computer-based delivery, and the expected cognitive, affective-behavioral and contextual indices). The framework also includes appendices with information about staff and institutions involved in ICCS 2022, key terms related to the civic knowledge framework, information on the described levels of civic knowledge, and examples of ICCS 2022 test items. [This framework was created in collaboration with Laboratorio di Pedagogia Sperimentale (LPS) at the Roma Tre University, Rome and LUMSA University of Rome.]
The AVID Program in AISD, 1999-2002. 2001-2002 Evaluation. Publication Number 01.20
Author: Oswald, Kim Johnson
Date: 2002-12-00
Type: Reports - Evaluative
Subjects: Underachievement,College Readiness,College Preparation,Low Income Students,Minority Group Students,Elective Courses,Attendance,Advanced Courses,Failure,College Attendance,Achievement,School Districts,Gender Differences,First Generation College Students,Discipline,Secondary School Students,Grades (Scholastic),Student Characteristics

This report summarizes the 1999-2002 program evaluation results of AISD's AVID program, a program designed to help underachieving students with academic potential prepare for entrance into colleges and universities.
Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools. Year One Evaluation Report, 2001-2002. Publication Number 01.21
Author: Christian, Cinda L.
Date: 2003-03-00
Type: Reports - Evaluative
Subjects: School Counseling,Elementary Schools,Grants,Student Needs,Student Behavior,Access to Health Care,Crisis Management,School Safety,Educational Environment,School Personnel,Attitudes,Elementary School Students,Educational Legislation,Federal Legislation,Elementary Secondary Education,School Counselors

The &quot;Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools&quot; grant was awarded by the Safe and Drug Free Schools Program through the U.S. Department of Education to improve elementary school counseling prevention and intervention services offered in the Austin Independent School District. This report summarizes results from year one of the grant.
Title IV Safe and Drug-Free Schools and Communities Evaluation Report, 1999-2000. Collaborative Efforts in Supporting Health Youth. Publication Number 99.08
Author: Doolittle, Martha
Date: 2000-12-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Legislation,School Safety,Elementary Secondary Education,Federal Legislation,Program Evaluation,Substance Abuse,Prevention,School Violence,Comprehensive School Health Education,Health Programs,Experiential Learning,Transformative Learning,Peer Relationship,Helping Relationship,Nontraditional Education,Middle School Students,High School Students,Family Involvement,Elementary School Students,Curriculum Development,Staff Development,Drug Education,Counseling Services,Grants

This report summarizes results of the AISD federally-funded Title IV Safe and Drug-Free Schools and Communities program evaluation for the 1999-2000 school year.
Prekindergarten Evaluation, 1999-2000. Publication Number 99.11
Author: Curry, Janice
Date: 2000-09-00
Type: Reports - Evaluative
Subjects: Preschool Education,Program Effectiveness,School Schedules,Intelligence Tests,Bilingual Education,Language of Instruction,English,Spanish,Vocabulary Development,At Risk Students,Disadvantaged Youth,School Districts,State Legislation,Faculty Development,Preschool Teachers,Kindergarten,Student Characteristics,Low Income Students,English Language Learners,Attendance,Educational Legislation,Elementary Secondary Education,Federal Legislation

This report summarizes evaluation results from AISD's prekindergarten program during 1999-2000.
Title VI Summary. 1999-2000. Publication Number 99.13
Author: Keswick, Karen
Date: 2000-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Improvement,Preschool Education,Financial Support,Resource Allocation,Volunteers,Expenditures,Library Materials,Instructional Materials,Specialists,Private Schools,Public Schools,Itinerant Teachers,Reading Programs

This report summarizes AISD's federally-funded Title VI program activities for the 1999-2000 school year.
Funding Streams for Opportunity Youth
Author: Green, Jimmy
Date: 2022-05-00
Type: Reports - Research
Subjects: Labor Force Development,Youth Employment,Federal Legislation,Labor Legislation,State Legislation,State Aid,Financial Support,Out of School Youth,Cooperation,Public Policy,Nonprofit Organizations,Philanthropic Foundations,Barriers,Change,Family Programs,Federal Programs,Welfare Services,Nutrition,Grants,Federal Aid,Vocational Education,Educational Legislation

The Newark Opportunity Youth Network (NOYN) contracted with the John J. Heldrich Center for Workforce Development at Rutgers, The State University of New Jersey to conduct a comprehensive analysis of the youth workforce development system within the state. The study documents how the youth workforce system developed in New Jersey since the federal Workforce Innovation and Opportunity Act (WIOA) took effect, how it currently functions, and the financial and systemic realities that historically have been an impediment to a more collaborative approach. An unfortunate truth is that sometimes state legislatures design policies that, perhaps unintentionally, inhibit a community's ability to achieve collective impact through leveraging multiple resources. Compliance-driven funding models that limit a program's ability to connect with other programs to expand the impact, or disconnected public agencies that allocate funds and operate programs, to name a few, create obstacles to achieving collective impact. This research aims to provide stakeholders, including direct service providers and policymakers, with the tools to navigate these obstacles to better serve young people in New Jersey. The literature available around youth workforce development specifically in New Jersey is sparse, so to complement the literature review, researchers conducted in-depth interviews with local and national experts in youth workforce development. For those who advocate on behalf of the population of opportunity or alternative youth, the question demanding an answer is what can and should be done to improve the system of youth workforce development to better serve disconnected youth? This study begins to respond to that question. [This report was produced with the Newark Opportunity Youth Network (NOYN), with funding from the Aspen Institute Forum for Community Solutions.]
Afterschool Centers on Education: Cycle 7 AISD. Austin Independent School District. Final Report 2013-2014. Publication Number 13.60.a
Author: Naik, Reetu
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: School Districts,After School Programs,Attendance,Discipline,Achievement Tests,Scores,Grade Point Average,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Program Evaluation,Achievement Gap,Program Design,Marketing,Outcomes of Education

Student outcomes on attendance, discipline, STAAR scores, and GPA were compared between school years 2012-2013 and 2013-2014 in Afterschool Centers on Education programs at AISD campuses.
Afterschool Centers on Education: Cycle 7 Boys and Girls Club of Austin. Final Report 2013-2014. Publication Number 13.60.b
Author: Naik, Reetu
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: After School Programs,Youth Programs,Program Effectiveness,Elementary School Students,Middle School Students,High School Students,Attendance,Student Participation,Grade Point Average,Academic Achievement,Discipline,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Student Behavior,Parent Attitudes,Suspension

Student outcomes on attendance, discipline, STAAR scores, and GPA were compared between school years 2012-2013 and 2013-2014 in Afterschool Centers on Education Boys and Girls Club of Austin programs at AISD campuses.
Feedback. School-to-Career Program. Publication Number 98.11
Author: Patrick, Ertha S.
Date: 1999-10-00
Type: Reports - Descriptive
Subjects: School Districts,Education Work Relationship,Work Experience Programs,Program Evaluation,Vocational Education,Student Characteristics,Elective Courses,Achievement Tests,Scores,Dropout Rate,Postsecondary Education,Enrollment,Career Development,Grade 9,Career Counseling

This report summarizes the 1998-1999 program evaluation results of AISD's School-to-Career program, which is a system of integrated school-based and work-based learning that integrates academic and occupational learning.
Title IV Safe and Drug Free Schools and Communities: Evaluation Report, 2001-2002. Identifying Strategies to Unify a Multi-Faceted Approach. Publication Number 01.23
Author: Christian, Cinda L.
Date: 2003-05-00
Type: Reports - Descriptive
Subjects: School Safety,Program Evaluation,School Districts,Federal Aid,Grants,Elementary Secondary Education,Federal Legislation,Educational Legislation,Needs Assessment,Referral,Substance Abuse,Aggression,Bullying,Prevention,Guidance,Salaries,School Personnel,School Effectiveness,School Violence,Discipline,Trend Analysis,Student Surveys,Student Attitudes,Smoking,Drinking,Inhalants,Marijuana,Drug Use,Academic Achievement,Parent Participation,Teacher Attitudes,Weapons,Mentors,Peer Groups,Family Programs,Program Descriptions,Expenditures,Parent Attitudes

This report summarizes evaluation results for AISD's federally-funded Title IV Safe and Drug-Free Schools and Communities grant program activities for the 2001-2002 school year.
Feedback. Texas State Occupational Information Coordinating Committee Data. Publication 97.23
Author: Patrick, Ertha S.
Date: 1999-05-00
Type: Reports - Descriptive
Subjects: School Districts,High School Students,Outcomes of Education,Employment Patterns,College Enrollment,Wages,Industry,Postsecondary Education

This report summarizes employment information and college enrollment for AISD's 1996-1997 senior high school students.
The Automated Follow-Up Data Report, 1999-2000: College Enrollment for the 1997-98 Senior Cohort. 99.05
Author: Austin Independent School District (AISD)
Date: 2000-00-00
Type: Reports - Research
Subjects: School Districts,College Enrollment,College Attendance,Postsecondary Education,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,High Schools,High School Seniors,At Risk Students,Data Collection,Data Use,Access to Education,Private Colleges,Community Colleges,Public Colleges,Enrollment Rate

This report examines college enrollment of students working and/or attending public post-secondary institutions in Texas for the AISD 1997-1998 senior cohort.
Direct to College Enrollment Summary. Graduating Classes of 2011-2014. DPE Publication #13.94
Author: Wiggins, Afi
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: School Districts,College Enrollment,Enrollment Rate,High Schools,College Bound Students

This summary presents direct-to-college enrollment rates for students in AISD's Classes of 2011 to 2014.
Title I Evaluation Report, 1998-99. Publication Number 98.04
Author: Zyskowski, Gloria
Date: 1999-09-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Preschool Education,Grants,Costs,Summer Programs,Year Round Schools,Public Schools,Private Schools,At Risk Students,Academic Achievement,Parent Participation,Community Involvement,Migrant Education,English Language Learners,Spanish Speaking,Monolingualism,Bilingual Students,Low Income Students,Bilingual Education,School Schedules,Grade 3

This report summarizes evaluation results for AISD's federally-funded Title I program activities during school year 1998-1999.
Hispanic-Serving Institutions with Graduate Programs (gHSIs): 2021-22
Author: Excelencia in Education
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Colleges,Universities,Higher Education,Graduate Study,Institutional Characteristics

In 2021-22, two-thirds of all Latino undergraduate students in higher education (62%) were enrolled in 571 institutions in the U.S. known as Hispanic-Serving Institutions (HSIs). HSIs represent 19% of all institutions of higher education. The majority of HSIs (59%) are 4-year institutions, and a smaller subset offer graduate programs. The list of institutions identified as HSIs with graduate programs in this analysis is meant to assist in considering and analyzing the institutions that meet the legislative definition of an HSI and offer graduate programs. The list of HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS).
Emerging Hispanic-Serving Institutions (eHSIs): 2019-20
Author: Excelencia in Education
Date: 2021-04-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Minority Serving Institutions,Public Colleges,Private Colleges,Enrollment Trends,Undergraduate Students,Geographic Regions

HSIs (Hispanic Serving Institutions) are defined as accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the eHSI category--institutions with undergraduate FTE Hispanic enrollment of 15-24.9%--to track the growth of potential HSIs. There were 362 Emerging HSIs (eHSIs) in 2019-20. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their Latino enrollment grows. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2018-19 report, see ED627436.]
Emerging Hispanic-Serving Institutions (HSIs): 2018-19
Author: Excelencia in Education
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Minority Serving Institutions,Public Colleges,Private Colleges,Enrollment Trends,Undergraduate Students,Geographic Regions

HSIs (Hispanic Serving Institutions) are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the Emerging HSI category--institutions with undergraduate FTE Hispanic enrollment of 15- 24.9%--to track the growth of potential HSIs. There were 352 Emerging HSIs in 2018-19. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their enrollment grows and Latino representation increases. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2016-17 report, see ED627438.]
Hispanic-Serving Institutions (HSIs): 2021-22
Author: Excelencia in Education
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Serving Institutions,Undergraduate Students,Student Characteristics,Institutional Characteristics,College Enrollment,Full Time Students,Full Time Equivalency,Certification,Definitions

The classification of Hispanic-Serving Institutions (HSIs) was formally recognized in federal legislation for capacity-building support to improve the access and quality of education for Latino and other low-income students. HSIs are defined as accredited, degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. The list of institutions identified as HSIs in this analysis is meant to assist in considering and analyzing the institutions that meet the basic legislative definition of a Hispanic-Serving Institution. The list of HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2020-21 report, see ED627439.]
Emerging Hispanic-Serving Institutions (HSIs): 2016-17
Author: Excelencia in Education
Date: 2018-05-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Minority Serving Institutions,Public Colleges,Private Colleges,Enrollment Trends,Undergraduate Students,Geographic Regions

Over half of all Latino undergraduate students in higher education (65%) are enrolled in 15 percent of institutions in the United States identified as Hispanic-serving Institutions (HSIs). HSIs are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. While there were 492 institutions that met the HSI enrollment criteria in 2016-17, there were also 333 institutions that had between 15 and 24 percent undergraduate FTE Hispanic enrollment. Excelencia in Education identifies these institutions as emerging HSIs. While emerging HSIs do not have the critical mass of Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their enrollment grows and Latino representation increases. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS).
Hispanic-Serving Institutions (HSIs): 2020-21
Author: Excelencia in Education
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Serving Institutions,Undergraduate Students,Student Characteristics,Institutional Characteristics,College Enrollment,Full Time Students,Full Time Equivalency,Certification,Definitions

The classification of Hispanic-Serving Institutions (HSIs) was formally recognized in federal legislation for capacity-building support to improve the access and quality of education for Latino and other low-income students. HSIs are defined as accredited, degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. The list of institutions identified as HSIs in this analysis is meant to assist in considering and analyzing the institutions that meet the basic legislative definition of a Hispanic-Serving Institution. The list of HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS).
How Leadership Development Powers Engagement &amp; Retention: 3 Keys to Unlock Employee Motivation, Reduce Turnover, and Build a Pipeline of Future Leaders. White Paper
Author: Abraham, Mary
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Employees,Motivation,Labor Turnover,Leadership,Leadership Training,Leadership Role,Change Strategies,Goal Orientation,World Views,Quality of Life,Employer Employee Relationship

Today's labor market remains tight. Turnover is an ongoing, costly problem across many industries. To ensure their organizations are effective now and in the future, HR and talent development professionals have an important role to play in implementing programs that increase engagement, retention, and productivity. This white paper explains three keys to development that unlock employee motivation, reduce turnover, and build a pipeline of future leaders for any organization: (1) Focus on individual and organizational purpose; (2) Prepare the workforce to navigate change; and (3) Scale leadership development to all.