ethanporcaro/eric-fulltext-meta huggingface dataset:
Everyday ExcELLence Institute Program Evaluation Report, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-01-23
Type: Reports - Research
Subjects: Program Evaluation,English Language Learners,English (Second Language),Second Language Learning,Standardized Tests,Achievement Tests,Language Proficiency,Second Language Instruction,Secondary School Teachers,Faculty Development,Educational Research,School Districts,Teacher Student Relationship,Reading Teachers,English Teachers,Mathematics Teachers,Science Teachers,Social Studies,Academic Achievement,Elementary School Teachers,Middle School Teachers

English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, &amp; Assessment and Professional Support &amp; Development departments and was intended to provide ELL teachers with practical instructional routines that could be used in a variety of content areas. The report summarizes data from the ExcELLence Institute training for teachers which occurred in 2013-2014. Included are demographic data for program participants, information on teacher reactions to the training and on their implementation of the strategies they learned, as well as data on the impact of training on the academic performance of students of those teachers. A total of 455 teachers attended the Everyday ExcELLence Institute, teaching in the areas of reading/ELA, mathematics, science, or social studies. Results showed that teachers were satisfied overall with the quality of the training. Teachers reported using most ExcELLence Institute strategies fairly frequently, but did express concern over the amount of ongoing support they had available, particularly from principals and others administrators. Finally, performance of English as a Second Language (ESL) students whose teachers received training showed only weak evidence for beneficial effects compared to ESL students whose teachers did not receive training. However, there was stronger evidence for benefits of training when campuses had evidence of administrative buy-in and an ongoing focus on the use of the trained strategies.
The Individuals with Disabilities Education Act (IDEA), Part C: Early Intervention for Infants and Toddlers with Disabilities. CRS Report R43631, Version 11. Updated
Author: Dragoo, Kyrie E.
Date: 2019-08-09
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Infants,Toddlers,Grants,Early Intervention,Students with Disabilities,Special Education,Elementary Secondary Education,Federal Aid,Access to Education,Civil Rights,Expenditures,Compliance (Legal),Resource Allocation

Part C (Infants and Toddlers with Disabilities) of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446) authorizes a formula grant program for infants and toddlers with disabilities (ages birth through two) and their families. A general purpose of these grants is to aid states in developing and implementing &quot;a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention services for infants and toddlers with disabilities and their families.&quot; In 2018, approximately 389,000 infants and toddlers received early intervention services under Part C of the IDEA. The IDEA is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served and funding level. However, the IDEA covers more than special education. The IDEA consists of four parts. Part A contains the general provisions, including the purposes of the act and definitions. The aforementioned largest part, Part B, contains provisions relating to the education of school aged children (the grants-to-states program) and the state grants program for preschool children with disabilities (Section 619). Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Finally, Part D contains the requirements for various national activities designed to improve the education of children with disabilities. Appendix A provides a more detailed summary of each of the four parts. This report describes the IDEA, Part C state requirements, services for infants and toddlers with disabilities, and procedural safeguards. Additionally, it discusses funding, expenditure requirements, and compliance. [Mariam Ghavalyan assisted in the updating of this report.]
School Meals Programs and Other USDA Child Nutrition Programs: A Primer. CRS Report R43783, Version 25. Updated
Author: Billings, Kara Clifford
Date: 2019-02-11
Type: Reports - Descriptive
Subjects: Nutrition,Food Service,Lunch Programs,Breakfast Programs,Child Health,Adults,Child Care,After School Programs,Summer Programs,Elementary Secondary Education,Financial Support,Government Role,Federal Government,State Government,Local Government,Federal Legislation,Eligibility

The federal child nutrition programs provide assistance to schools and other institutions in the form of cash, commodity food, and administrative support (such as technical assistance and administrative funding) based on the provision of meals and snacks to children. The programs provide financial support and/or foods to the institutions that prepare meals and snacks served outside of the home (unlike other food assistance programs such as the Supplemental Nutrition Assistance Program (SNAP, formerly the Food Stamp Program) where benefits are used to purchase food for home consumption). Though exact eligibility rules and pricing vary by program, in general the amount of federal reimbursement is greater for meals served to qualifying low-income individuals or at qualifying institutions, although most programs provide some subsidy for all food served. Participating children receive subsidized meals and snacks, which may be free or at reduced price. Sections in this report discuss how program-specific eligibility rules and funding operate. This report describes how each program operates under current law, focusing on eligibility rules, participation, and funding. The section describes some of the background and principles that generally apply to all of the programs; subsequent sections go into further detail on the workings of each.
Cultural Heritage Bilingual Program Performance Report: English STAAR, Stanford, and TELPAS, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-24
Type: Reports - Research
Subjects: Bilingual Education Programs,School Districts,English Language Learners,Vietnamese,Native Language,Elementary School Students,Literature,Cultural Education,History Instruction,Language of Instruction,Teaching Methods,Language Skills,Second Language Learning,Second Language Instruction,English (Second Language),Heritage Education,Language Arts,Enrollment Trends,Reading Tests,Mathematics Tests,Achievement Tests,Standardized Tests,Science Tests,Social Sciences,Language Proficiency,Achievement Gains,Scores,Language Tests,Information Systems,Academic Achievement,Program Descriptions,Program Evaluation,Comparative Analysis

The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language is Vietnamese. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. This program is an early exit bilingual program serving students in grades prekindergarten through 4. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students' native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessment of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard); (3) Stanford 10 mean normal curve equivalent (NCE) scores for reading, mathematics, language, science, and social science; and (4) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency.
Cultural Heritage Bilingual Program Performance Report: English STAAR, Iowa Assessments, and TELPAS, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-30
Type: Reports - Research
Subjects: Heritage Education,Bilingual Education Programs,Language of Instruction,School Districts,Vietnamese,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Education,English Language Learners,Elementary School Students,Enrollment Trends,Language Skills,Teaching Methods,Language Arts,Standardized Tests,Scores,Reading Tests,Mathematics Tests,Achievement Tests,Social Sciences,Language Proficiency,Achievement Gains,Academic Achievement,Program Descriptions,Literature,History Instruction,Comparative Analysis,Language Tests,Science Tests,Information Systems,Program Evaluation

The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language is Vietnamese. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. This program is an early exit bilingual program serving students in grades prekindergarten through 5. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students' native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessments of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard and percent making progress); (3) Iowa Assessments mean normal curve equivalent (NCE) scores for total reading, total language, total mathematics, science, and social science; and (4) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency.
Cultural Heritage Bilingual Program Performance Report: English STAAR and TELPAS, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-09-27
Type: Reports - Research
Subjects: Cultural Education,Heritage Education,Bilingual Education Programs,Program Descriptions,Program Implementation,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,English Language Learners,Language of Instruction,School Districts,Vietnamese,Enrollment Trends,Elementary School Students,History Instruction,Literature,Language Skills,Teaching Methods,Language Arts,Academic Achievement,Achievement Gains,Reading Tests,Mathematics Tests,Standardized Tests,Language Proficiency,Language Tests,Information Systems,Program Evaluation,Comparative Analysis,Achievement Tests,Lunch Programs

The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. Currently, CHBP is only implemented for native Vietnamese speakers at one campus, Park Place Elementary School. This program is an early exit bilingual program serving students in grades prekindergarten through 5. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students' native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessments of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard and percent making progress); and (3) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency.
Cultural Heritage Bilingual Program Performance Report: English STAAR and TELPAS, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-11
Type: Reports - Research
Subjects: Cultural Education,Heritage Education,Bilingual Education Programs,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Achievement Tests,Enrollment Trends,Elementary School Students,Program Descriptions,Program Evaluation,School Districts,Vietnamese,Native Language,Language of Instruction,Academic Achievement,Achievement Gains,Language Skills,Teaching Methods,Literature,History Instruction,Scores,Information Systems,Comparative Analysis,Language Arts,Standardized Tests,Language Tests,Language Proficiency,Reading Tests,Mathematics Tests,Science Tests

The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD). The two main bilingual programs in the district (Transitional Bilingual and Dual Language Bilingual) are designed to serve ELLs with Spanish as their home language. Currently, CHBP is only implemented for native Vietnamese speakers at one campus, Park Place Elementary School. This program is an early exit bilingual program serving students in grades prekindergarten through 5. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students' native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessments of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard and percent making progress); (3) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency; and (4) STAAR End-of-Course (EOC) results for students who have exited ELL status.
2013-2014 ASPIRE Award Payout Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-05-08
Type: Reports - Research
Subjects: Teacher Attitudes,Job Performance,Merit Pay,Awards,Program Effectiveness,School Personnel,Attitudes,Incentives,Teacher Evaluation,Teaching Methods,Value Added Models,Elementary Secondary Education

In January 2007, the Houston Independent School District (HISD) inaugurated the Teacher Performance-pay Model, 2005-2006, becoming the first school district in the nation to implement a performance-pay system of this magnitude based on individual teacher effectiveness. The experience gained in the first year and consultations with national experts and teachers provided the impetus for recommending the improvement and enhancement of the model, which became the &quot;Recognize&quot; component of the district's comprehensive education-improvement model, &quot;Accelerating Student Progress: Increasing Results and Expectations&quot; (ASPIRE). The ASPIRE Award has been paid out each January for the prior school year since January of 2008. The most recent ASPIRE Award, for the 2013-2014 school year, was paid out on February 4, 2015. Teachers were given the opportunity to opt out of the ASPIRE Award program, and every HISD teacher meeting ASPIRE Award eligibility requirements had the opportunity to participate in the second and third components of the performance award. Teachers of reading, English language arts, mathematics, science, and social studies (the five core foundation subjects) were additionally eligible for either the Individual Performance award or for the Group Performance: Teachers award. Highlights include: (1) For the 2013-2014 ASPIRE Award year, a total of 18,035 campus-based employees were considered; (2) For the 2013-2014 ASPIRE Award year, 5,772 (32.0 percent) of the 18,035 considered employees were paid; (3) In 2013-2014, among core foundation teachers who received some award, amounts ranged from $500 to $13,000, with an average award of $4,924; and (4) The total amount awarded for the 2013-2014 ASPIRE Award was $21,923,198.33, which was an increase of approximately $3,853,631.83 from the prior year due to a higher number of employees who were considered, eligible, and paid.
Innovation in Accreditation and Higher Education: Accrediting Organizations Describe Their Engagement. CHEA/CIQG Publication Series
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2019-00-00
Type: Reports - Research
Subjects: Innovation,Accreditation (Institutions),Higher Education,Educational Quality,Quality Assurance,Standards,Educational Innovation,Barriers,Nontraditional Education,Influences

This survey and its findings provide a comprehensive look at U.S. recognized institutional and programmatic accrediting organizations and what they report about how they address the challenge of innovation with quality in higher education. Conducted for the Council for Higher Education Accreditation (CHEA) by NORC at the University of Chicago in 2018, the work is a continuation of CHEA's longstanding commitment to encourage, lead and support greater capacity-building in accreditation to meet the challenge to innovate throughout higher education. The need for enhanced workforce development combined with ongoing concern about college affordability have also placed a premium on innovation. A key part of this attention to innovation is assurance of quality, with accreditation as central to achieving this goal. Four key points emerge from the survey: (1) Accrediting organizations, in general, view themselves as moderately innovative; (2) Innovation, as described by accrediting organizations, most often referred to distance education, competency-based education, changes in accreditation standards and the frequency with which either accreditors, institutions or programs were undertaking substantive change as defined by the federal government in its oversight of accreditation; (3) While a number of accrediting organizations review partnerships between traditional institutions and alternative providers of higher education, the majority do not plan to expand their work to focus solely on alternative providers; and (4) Accreditors view funding constraints and the traditional higher education business model as barriers to innovation in their work.
Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities
Author: Council of Chief State School Officers (CCSSO)
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Quality,Students with Disabilities,Equal Education,Disabilities,Educational Legislation,Federal Legislation,Teacher Expectations of Students,Alignment (Education),Teacher Education Programs,Teacher Certification,Information Management,Parents,Individualized Education Programs,Student Rights,Elementary Secondary Education,Transitional Programs

The primary mechanism for ensuring students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program (IEP). This document, &quot;Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities,&quot; details policy and practice considerations around individualized education programs chiefs and state education leaders can reflect upon and implement in ensuring all students, especially students with disabilities, have access to a high-quality education. The &quot;Education for All Handicapped Children Act of 1975&quot; marked an historic win for civil rights when the doors to public education were opened for all students. For the first time, children with disabilities had access to a public education and the hope of a productive and fulfilling future. Today, the &quot;Individuals with Disabilities Education Act of 2004&quot; (IDEA), the most recent iteration of that law, aims to deliver on that promise; namely, that all students with disabilities have equitable access to a free appropriate public education (FAPE) in the least restrictive environment. The &quot;Every Student Succeeds Act of 2015&quot; (ESSA), the recently reauthorized Elementary and Secondary Education Act of 1965, also aims to deliver on that promise; namely that all students, across all backgrounds and circumstances, are provided the opportunity to receive a high-quality education. However, effectively preparing students with disabilities for life after high school remains a challenge for states as evidenced by the significant educational achievement and opportunity gaps that persist between students with disabilities and their non-disabled peers. The increased alignment between the federal laws, bolstered further by an increased focus on improving the educational benefit for students with disabilities required by the unanimous Supreme Court ruling in the &quot;Endrew F. v. Douglas County School Dist. RE--1,&quot; presents an opportunity for state leaders to support school and district leaders in understanding a new landscape of delivering appropriate and effective educational services and supports for students with disabilities. This CCSSO document discusses policy and practice opportunities within this new landscape to ensure each and every child, especially children with disabilities, has an excellent education. [A list of partners that assisted in developing this guide can be found on page 2 of the document.]