ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Interactive Reading Software Program Report: 2019-2020 Program Evaluation Findings. Report to the Education Interim Committee
Author: Hartvigsen, Teresa
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Primary Education,Reading Instruction,Computer Assisted Instruction,Computer Software,Individualized Instruction,Reading Programs,Program Effectiveness,Program Implementation,Reading Achievement,Reading Tests,Scores,Evaluation Methods

The Early Interactive Reading Software Program encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2019-2020 school year, these software programs were used in 139 local education agencies (LEAs) and by approximately 150,169 students. The schools use the software to build literacy skills for all students in kindergarten and first grade, as well as for intervention with students in second and third grade. The evaluation studied two aspects of the program: (1) student's use of the program during the first half of the school year (&quot;program implementation&quot;); and, (2) the effects the program had on increasing students' literacy achievement (&quot;program impacts&quot;), as measured by student's middle-of-year test scores, for all software programs combined. The 2019-2020 evaluation methods were adapted in response to the COVID-19 pandemic, which resulted in soft school closures and potentially shortened students' program exposure. The computer-based software programs were designed to be implemented across a full academic year. This report depicts program impacts at mid-year, before students received the full program. The evaluation was not designed to replace a full year-long study of program implementation and its impact on student learning, but the results can be used as a touchstone for gauging mid-year progress.
Family Engagement Services by Parent Support Specialists, 2020. Publication 20.19
Author: Fine, Anne
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Family Involvement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Pupil Personnel Services,Parent Education

This brief report summarizes some of the family engagement services provided by Austin Independent School District's parent support specialists to families during the 2020 calendar year. There is a separately published report that summarizes services during the 2019-2020 school year.
Question: In What Areas of Professional Development Do Teachers Say They Would Like Additional Support and Training? DPE Publication No. 07.49
Author: Cornetto, Karen M.
Date: 2008-06-25
Type: Reports - Evaluative
Subjects: Faculty Development,Teacher Attitudes,Student Behavior,Classroom Techniques,Individualized Instruction,Student Motivation,Instructional Design,Class Activities,School Districts,Teacher Surveys,Technology Integration,Educational Resources,Teacher Characteristics,Teacher Certification,Teacher Education Programs,Elementary Secondary Education

This report summarizes results from a Fall 2007 Austin Independent School District teacher survey with teachers reporting what areas or topics in which they would like more professional development. The most commonly requested topics included integrating technology, motivating students, designing classroom activities, differentiated instruction, accessing and using resources and materials, and managing student behavior.
Title II-A, Mentor-Mentee Database Summary, 2009-2010. Publication Number 09.09 RB
Author: Koehler, Holly
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Mentors,School Districts,Experienced Teachers,Faculty Development,Educational Planning,Beginning Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Pedagogical Content Knowledge,Intellectual Disciplines

During the 2009-2010 school year, 479 new teachers in the Austin Independent School District were mentored by 419 experienced teachers during more than 12,000 sessions. Planning was the most common type of mentoring activity.
Where Are We on Education Recovery?
Author: Chanduvi, Jaime Saavedra
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Achievement Gains,School Holding Power,Student Welfare,Global Approach,School Closing,Low Income Students,Elementary Secondary Education,Learning Strategies,Child Development,Holistic Approach,Surveys,Evaluation,Educational Technology,Educational Finance,Technology Uses in Education,Accountability

Two years into the COVID-19 global pandemic, education has been seriously disrupted. In response to this crisis, the global priority remains to ensure every child is supported so they can return to school and catch up on lost learning. Recognizing the need to accelerate education recovery with urgent, at-scale action, this joint report by UNICEF in partnership with UNESCO and the World Bank highlights staggering levels of learning loss globally and takes stock of the measures being taken by countries to mitigate learning losses as schools reopen. Based on a survey of 122 UNICEF country and fundraising offices administered in early March 2022, the report presents the importance of and progress made in five key actions for education recovery, the RAPID: (1) Reach every child and retain them in school; (2) Assess learning levels; (3) Prioritize teaching the fundamentals; (4) Increase catch-up learning and progress beyond what was lost; and (5) Develop psychosocial health and well-being so every child is ready to learn.
Learning at a Distance: Children&apos;s Remote Learning Experiences in Italy during the COVID-19 Pandemic
Author: Mascheroni, Giovanna
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Access to Computers,Equal Education,Student Attitudes,Parent Attitudes,Elementary Secondary Education,Videoconferencing,Interaction

Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home. This report explores children's and parents' experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission's Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children's remote learning in the future. [This report was produced with OssCom.]
How Many AISD Students Who Took TAKS 2007 Reading/English Language Arts and Mathematics Performed in Different Scale Score Ranges? TAKS Performance Series, Part 1. DPE Publication Number 06.43
Author: Doolittle, Martha
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: School Districts,Student Evaluation,Reading Tests,Language Arts,Mathematics Tests,Test Results,Scores,Academic Achievement

This report summarizes Austin ISD's 2007 student academic assessment results on the state test,TAKS, in reading/English language arts and mathematics to determine how many students performed in the following scale score ranges: less than 2000, between 2000 and 2099, between 2100 and 2199, and greater than or equal to 2200. Students must make a 2100 scale score in order to pass the TAKS ('met standard').
Title I, Part A Summary Report: 2007-2008. Publication Number 07.58
Author: Doolittle, Martha
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Aid,Grants,Resource Allocation,Academic Achievement,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Social Studies,Accountability

This report summarizes Austin Independent School District services and activities funded by the federal Title I Part A grant for the 2007-2008 school year.
Parent and Community Involvement Summary Report, 2007-2008. Publication Number 07.73
Author: Washington, Wanda
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: School Districts,Parent Participation,Community Involvement,Parent Teacher Cooperation,Accountability,Parent Surveys,Adult Literacy,Best Practices,Parent School Relationship,Educational Finance

This report summarizes many of Austin Independent School District's parent and community involvement activities for the 2007-2008 school year.
Title I, Part A Summary Report: 2006-2007. Publication Number 06.27
Author: Doolittle, Martha
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Legislation,Educational Legislation,Elementary Secondary Education,Grants,Federal Aid,Resource Allocation,Academic Achievement,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Social Studies,Accountability,Standardized Tests

This report summarizes Austin Independent School District services and activities funded in part by the federal NCLB Title I Part A grant for the 2006-2007 school year.
Professional Development Needs Assessment Summary, 2007-2008. DPE Publication Number 07.59
Author: Doolittle, Martha
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Needs Assessment,Teacher Attitudes,Administrator Attitudes,Faculty Development,School Districts,Educational Needs,Teaching Methods,Information Technology,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Teacher Surveys,Elementary Secondary Education,State Standards,English Language Learners,Special Education,Academic Achievement

This report summarizes survey results from 2007-2008 staff surveys on the professional development needs reported by Austin Independent School District teachers and campus administrators.
Summer School Evaluation Summary Report 2010. Publication Number 09.69
Author: Doolittle, Martha
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: School Districts,Summer Schools,Summer Programs,Acceleration (Education),Academic Achievement,Achievement Tests,Dropout Prevention,Elementary Secondary Education,English Language Learners,Reading Programs,Reading Achievement,Mathematics Instruction,Mathematics Achievement,Science Programs,Transitional Programs,Science Instruction,Science Achievement,Extended School Year,Supplementary Education,Resource Allocation,Enrollment,Scores,Credits

Austin Independent School District provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities. This is the full report, a research brief was also published. [For the research brief, see ED619445.]
Summary of AISD Professional Development Needs Assessment, 2009-2010. Publication 09.48 RB
Author: Doolittle, Martha
Date: 2010-00-00
Type: Reports - Research
Subjects: School Districts,Elementary Secondary Education,Teacher Surveys,Teacher Attitudes,Information Technology,Technology Integration,Pedagogical Content Knowledge,Individualized Instruction,Academic Standards,Difficulty Level,Faculty Development,Administrator Attitudes,Administrator Surveys,Educational Needs,Technological Literacy

A Spring 2010 survey of Austin Independent School District teachers and campus administrators showed that staff most often requested additional training in integrating technology into instruction, rigor in the curriculum, and differentiated instruction.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2006-2007. Publication Number 06.32
Author: Washington, Wanda
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Child Neglect,Delinquency,School Districts,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid,Academic Achievement,Foster Care,Program Descriptions,Juvenile Justice,Correctional Institutions,Institutionalized Persons

This report summarizes results reported by facilities for neglected youth or delinquent youth in Austin ISD's attendance zone who received services funded by federal Title I dollars during the 2006-2007 school year.
Summer School 2010. Publication 09.69 RB
Author: Doolittle, Martha
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: School Districts,Summer Schools,Summer Programs,Acceleration (Education),Academic Achievement,Reading Achievement,Mathematics Achievement,Science Achievement,Social Studies,Dropout Prevention,Elementary Secondary Education,Achievement Tests

Austin Independent School District (AISD) provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities. This is a research brief, and a separate full report also was published. [For the full report, see ED619442.]
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2007-2008. Publication Number 07.55
Author: Washington, Wanda
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Delinquency,At Risk Students,Institutionalized Persons,Child Abuse,Child Neglect,Residential Programs,Emotional Problems,Educational Legislation,Federal Legislation,Children,Adolescents,Program Effectiveness,High School Graduates,High School Equivalency Programs,Grants,School Districts,Homeless People,Foster Care,Correctional Institutions,Intervention,Access to Education,Substance Abuse,Behavior Modification,Staff Development,Academic Achievement

This report summarizes 2007-2008 school year activities and services in Austin Independent School District funded through the federal NCLB Title I Part A and Part D grants to serve eligible students and staff at facilities for neglected youth or delinquent youth located in the AISD attendance zone.
Comparison of AISD Prekindergarten Programs, 2001-2002 (Half-Day and Full-Day Pre-K) and 2007-2008 (Full-Day Pre-K). DPE Publication Number 08.26
Author: Curry, Janice
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,School Schedules,Attendance,Preschool Education,Student Characteristics,Academic Achievement,School Districts,Language Arts,Intelligence Tests,Verbal Ability,Vocabulary,Spanish,English Language Learners,Educational History,Low Income Students,Scores,Achievement Gains,Academic Standards,Reading Tests,Grade 3,Elementary School Students,Mathematics Tests

This report summarizes Austin Independent School District's prekindergarten student data from 2001-2002 (half-day and full-day programs) and 2007-2008 (full-day program only), including student demographics, academic performance, and attendance.
Title I, Part A Summary Report: 2008-2009. Publication Number 08.64
Author: Doolittle, Martha
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Aid,Elementary School Students,Middle School Students,High School Students,Low Income Students,Resource Allocation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,Disadvantaged Schools,Reading Achievement,Science Achievement,Mathematics Achievement,Language Arts,Writing Achievement,Social Studies,Achievement Tests,State Standards,Scores,Accountability

Austin Independent School District allocated federal NCLB Title I, Part A funds to 68 school-wide campuses (52 elementary, 11 middle, and 5 high schools) where the percentages of low-income children ranged from 45% to 99%. Other funds were allocated to provide services district wide to students, staff, and families. This report summarizes Title I program information for the 2008-2009 school year.
Professional Development Needs Assessment Summary 2006-2007. DPE Publication Number 06.30
Author: Doolittle, Martha
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Faculty Development,Needs Assessment,Elementary Secondary Education,School Districts,Administrator Attitudes,Administrator Surveys,English Language Learners,Technology Integration,Information Technology,Technological Literacy,Pedagogical Content Knowledge,Academic Achievement,Data Analysis,Individualized Instruction,Academic Standards,Difficulty Level,Educational Needs,Team Teaching,Peer Teaching,Coaching (Performance)

This report summarizes survey results of Austin ISD teachers and campus administrators about their professional development needs for the 2006-2007 school year.
Question: What Languages Are Spoken in the Homes of AISD English Language Learners and Immigrant Students, and Is Information Provided to AISD Families in the Home Language? DPE Publication No. 06.10
Author: Cornetto, Karen
Date: 2007-03-20
Type: Reports - Research
Subjects: Family Environment,Language Usage,English Language Learners,Immigrants,English (Second Language),Spanish,Korean,Vietnamese,Parent Attitudes,Access to Information,Parent School Relationship

This report summarizes 2006-2007 student data on languages spoken in the homes of Austin Independent School District (AISD) English language learners and immigrant students, as well as summarizes 2006-2007 AISD parent survey results on the question asked to parents about whether school staff provide them with information in their home language.
Statewide Census of Private Education: Complete Results
Author: Streich, Francie
Date: 2016-10-00
Type: Reports - Research
Subjects: Private Education,Private Schools,Religious Schools,Elementary Secondary Education,Institutional Characteristics,Graduation Requirements,Graduation Rate,Educational Finance,Educational Policy,Enrollment,English Language Learners,Special Education,School Choice,Tuition,Technology Uses in Education,Teacher Salaries,Accreditation (Institutions),Admission Criteria,Race,Ethnicity,State Programs,Federal Programs

The Minnesota Independent School Forum (MISF) contracted with Wilder Research to conduct a study of private K-12 education in Minnesota, referred to as the Statewide Census of Private Education (SCOPE). The Minnesota Independent School Forum conducted prior SCOPE surveys in 2000, 2002, 2003, and 2012. MISF also contracted with Wilder to conduct the prior iteration of this study in 2012, which captured data on the 2010-11 academic year. For this study, private schools were defined as religiously-affiliated and independent schools in Minnesota that serve one or more grades from kindergarten through grade 12. Schools had to have at least 15 students enrolled as of fall 2014 to be included in this study. The purpose of the study is to provide a comprehensive statewide portrait of private K-12 schools to increase understanding of the reach and impact of private education in Minnesota. It also provides information about changes since the prior study in 2012 (covering the 2010-11 academic year) as well as comparisons with Minnesota public schools. As a part of 2014-15 SCOPE study, Wilder Research conducted a comprehensive statewide survey of private schools, which is supplemented by data from the Minnesota Department of Education. The survey was conducted during April and May of 2016 and gathered data on the 2014-15 school year. Topics include school characteristics and programs, enrollment, student characteristics, high school graduation requirements and graduation rates, school staffing, and school finances, as well as schools' perceptions of a few relevant policy items. [The Minnesota Independent School Forum (MISF) received funding from the Katherine B. Andersen Fund to conduct this study. For two related reports, &quot;2014-15 Statewide Census of Private Education (SCOPE): Summary of a Study of Private K-12 Schools in Minnesota&quot; and &quot;2010-11 Statewide Census of Private Education (SCOPE): Summary of a Study of Private K-12 Schools in Minnesota,&quot; see ED619453 and ED619472, respectively.]
Question: What are the Professional Development Needs of Austin Independent School District&apos;s (AISD) Teachers and Campus Administrators? DPE Publication 08.27
Author: Doolittle, Martha
Date: 2009-11-00
Type: Reports - Research
Subjects: Faculty Development,Educational Needs,Student Motivation,Technological Literacy,Pedagogical Content Knowledge,Student Behavior,Classroom Techniques,Instructional Materials,Educational Resources,School Districts,Mentors,Teacher Surveys,Administrator Surveys,Administrator Attitudes,Teacher Attitudes,Elementary Secondary Education

A survey given to Austin Independent School District teachers and campus administrators in spring 2009 showed several commonly requested training topics, such as motivating students; knowledge of technology, resources, and materials; differentiated instruction; and managing student behavior.
2014-15 Statewide Census of Private Education (SCOPE): Summary of a Study of Private K-12 Schools in Minnesota
Author: Streich, Francie
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Private Education,Private Schools,Elementary Secondary Education,Institutional Characteristics,Enrollment,Student Characteristics,Graduation Requirements,Educational Finance,College Entrance Examinations,Scores,Technology Uses in Education,Electronic Learning,School Choice,Student Costs,Tuition

To better understand the reach and impact of private education in Minnesota, the Minnesota Independent School Forum (MISF) contracted with Wilder Research to conduct a study of private schools throughout the state. This is the second time Wilder Research has conducted the study. The results of the study provide a comprehensive portrait of private K-12 schools including private school characteristics and programs, school enrollment and capacity, student characteristics, high school graduation requirements and graduation rates, school staffing, and school finances. It also provides information about changes since the prior study of the 2010-11 academic year as well as comparisons with Minnesota public schools. This summary was developed for use by funders, educators, advocacy organizations, and others interested in the education of children in Minnesota. [For a related report, &quot;Statewide Census of Private Education: Complete Results,&quot; see ED619451.]
AISD Prekindergarten Program Longitudinal Summary Report Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort. DPE Publication Number: 09.76 RB a
Author: Brunner, Josie
Date: 2010-12-00
Type: Reports - Research
Subjects: Preschool Education,School Schedules,Educational Benefits,Economically Disadvantaged,English Language Learners,School Districts,Reading Achievement,Reading Tests,Mathematics Achievement,Mathematics Tests,State Standards,Grade 3,Attendance,Longitudinal Studies,Kindergarten,Enrollment Trends

Economically disadvantaged English language learner students who were enrolled in the 2005-2006 Austin Independent School District's (AISD) prekindergarten program performed better on the Spring 2010 reading and math state academic test (TAKS) than did similar students who first enrolled in AISD during kindergarten or later. [For &quot;AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. DPE Publication Number: 09.76 (b),&quot; see ED619455.]