ethanporcaro/eric-fulltext-meta huggingface dataset:
Immigrant Student Program Evaluation Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-12-10
Type: Reports - Research
Subjects: Immigrants,Elementary Secondary Education,English Language Learners,Enrollment Trends,Student Characteristics,Standardized Tests,Scores,Attendance,Discipline,Student Promotion,Graduation Rate,Dropout Rate,Student Mobility,College Readiness,Language Proficiency,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement,Curriculum Based Assessment

Many of the district's students are recent immigrants who have been in the United States for three years or less. &quot;Immigrant&quot; children or youth, as defined under the No Child Left Behind Act of 2001 (NCLB), and later the Every Student Succeeds Act of 2015 (ESSA), are &quot;individuals who are aged 3 through 21; were not born in any state; and have not been attending schools in any one or more states for more than 3 full academic years&quot; (P.L. 115-224 Title III, Part B, § 3201(5)). There have been over 10,000 immigrant students enrolled in Houston Independent School District (HISD) each of the past six years. This report includes the following information: (1) enrollment and demographic data for immigrant students; (2) a brief review of what immigrant programs and services the district has provided in recent years; (3) academic performance of immigrant students; (4) Immigrant student data in school attendance, discipline, promotion, graduation/dropout rates, and school mobility; and (5) data relating to immigrant students' preparedness for post-secondary education.
Global Graduate Student Survey Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-05-01
Type: Reports - Research
Subjects: Student Surveys,High School Students,High School Graduates,College Readiness,Career Readiness,Student Leadership,Critical Thinking,Productivity,Communication Skills,Decision Making,School Districts,College Bound Students,Aptitude Tests,High Schools,College Entrance Examinations,Global Approach,Enrollment,Student Participation,Grade 9,Grade 10,Grade 11,Grade 12

The Global Graduate initiative was developed to help Houston Independent School District (HISD) students be successful in college and in the global workforce upon graduation. The program emphasizes six characteristics in its Global Graduate Profile: (1) A Leader; (2) Adaptable and Productive; (3) A College-Ready Learner; (4) A Critical Thinker; (5) A Skilled Communicator; and (6) A Responsible Decision Maker. To see how well the district is doing in preparing students to be Global Graduates, a survey was administered through the HUB to all HISD high school students during Spring 2020 (February 10-March 13, 2020). The same survey was administered in Spring 2019 (April 8-May 3, 2019) and through Survey Monkey® in Spring 2018 (April 2-20, 2018). This report analyzes survey responses collected from the 2020 administration and changes from the Spring 2019 and 2018 administrations.
HISD @ H.O.M.E. Survey Results, 2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-04-24
Type: Reports - Research
Subjects: Parent Surveys,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Computer Uses in Education,Internet,Needs Assessment,Family Needs,School Districts,Economically Disadvantaged,Access to Computers,Handheld Devices,Laptop Computers

In response to the COVID-19 pandemic, Houston Independent School District (HISD) moved to online instruction as it closed its campuses and district offices until social distancing guidelines are lifted. HISD @ H.O.M.E. (Home-based Online Mobile Education) is designed to maintain productive instruction for students using computers, laptops, iPads, or smartphones. To support these efforts and to address equity in education, HISD administered the HISD @ H.O.M.E. Survey to assess the needs of district families and determine if they had the tools needed for remote learning. The district is prepared to offer paper-based curriculum resources based on survey results. The survey was launched on March 19, 2020 and remains open. This report analyzes survey responses collected from March 19, 2020 to April 3, 2020. Communicating the availability of the survey to HISD families, especially economically disadvantaged families and those who are not native English speakers, was challenging. Many of the ways that the survey could be easily accessed required a web-enabled device and the internet. Households without internet access or web-enabled devices are under-represented in the survey based on how the survey was disseminated and on the characteristics of the district.
High-Impact Practices and Gains in Student Learning: Evidence from Georgia, Montana, and Wisconsin. Lumina Issue Paper
Author: Valentine, Jessa
Date: 2021-02-00
Type: Reports - Research
Subjects: Educational Practices,Achievement Gains,Correlation,Student Participation,Nontraditional Students,Minority Group Students,African American Students,Hispanic American Students,First Generation College Students,College Transfer Students,Public Colleges,Equal Education,Program Effectiveness,School Community Programs,Service Learning,Communities of Practice,Student Research,Internship Programs,Study Abroad,Capstone Experiences,College Freshmen,Learner Engagement,National Surveys,Student Surveys,College Seniors

This report examines the relationship between students' participation in high-impact practices (HIP) and their perceived learning gains, with special attention paid to the nature of these relationships among Black and Hispanic students and among students 25 years or older. In 2018, with support from Lumina Foundation, the National Association of System Heads (NASH) launched an effort with four public college and university systems to demonstrate how a coordinated approach could expand and improve quality implementation of high-impact practices in an equitable manner. Drawing on National Survey of Student Engagement (NSSE) data involving more than 28,000 students from 15 institutions across three states participating in the Lumina-NASH initiative, this report assesses the benefits associated with participation in various HIPs in terms of students' academic and practical learning. Overall, analyses point to a substantial boost in perceived learning gains for students participating in HIPs, with an especially large benefit associated with participating in service-learning courses involving a community-based project. Participation in HIPs is strongly associated with learning gains for Black and Hispanic students as well as for students 25 years and older. However, analyses suggest that these relationships vary among the different HIPs measured by NSSE.
Title I, Part A Student Outcomes, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-12-11
Type: Reports - Research
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Poverty,Public Schools,Urban Schools,School Districts,Disadvantaged Schools,Equal Education,Access to Education,Outcomes of Education,Attendance,Student Promotion,COVID-19,Pandemics,Learner Engagement,Enrollment,Electronic Learning

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on state academic achievement standards and assessments. The program's goal is to provide supplemental funding for educational programs and interventions for students struggling academically in high-poverty schools to address equitable access to a high-quality education. The purpose of this report is to describe the academic outcomes of students enrolled in Title I Houston Independent School District (HISD) schools during 2019-2020, as measured by attendance, grade promotion, and engagement rates recorded in the virtual learning environment among Title I students. Results presented are aggregated by school year, district, school office, and campus.
Scaling High-Impact Practices to Improve Community College Student Outcomes: Evidence from the Tennessee Board of Regents. Lumina Issue Paper
Author: Valentine, Jessa
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Public Colleges,Two Year Colleges,Two Year College Students,Academic Persistence,School Holding Power,Evidence Based Practice,Educational Practices,Learner Engagement,Communities of Practice,Service Learning,Success,At Risk Students,Postsecondary Education,Educational Quality,Equal Education,African American Students,Hispanic American Students,Adult Students,Certification,Work Experience Programs,Student Research,Minority Group Students,Socioeconomic Status,Educational Attainment

Public two-year colleges serve as an important access point for two out of every five students enrolled in postsecondary education. However, only 40 percent of community college students earn a postsecondary credential of any kind within six years, limiting their opportunities for advancement. Hoping to increase student retention and success, many colleges are developing and scaling up evidence-based practices that engage students more effectively. Significant evidence suggests that high-impact educational practices (HIPs)--including learning communities, service learning, and other practices that deeply engage students--can enhance learning and boost academic attainment, particularly among students who are traditionally underserved in higher education. This report highlights efforts of the Tennessee Board of Regents (TBR) to advance quality and equity in higher education by increasing the number of students who experience high-quality, high-impact practices, and measuring the results of these efforts.
Literacy Design Collaborative. Intervention Report. Teacher Excellence Topic Area. NCEE WWC 2021004
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Literacy Education,Academic Achievement,Program Effectiveness,Faculty Development,Program Implementation,Program Costs,Educational Research,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Teachers,Elementary School Students,Middle School Teachers,Middle School Students

&quot;Literacy Design Collaborative&quot; aims to help teachers improve their effectiveness in the classroom with a focus on supporting their literacy instruction. &quot;Literacy Design Collaborative&quot; provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to create and use high-quality literacy instruction materials aimed at improving students' reading, research, and writing skills. Teachers across content areas--including English language arts, social studies, and science--can use the &quot;Literacy Design Collaborative&quot; program. This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;Literacy Design Collaborative&quot; program on student achievement. The WWC identified five studies of &quot;Literacy Design Collaborative.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from three studies of the effects of &quot;Literacy Design Collaborative&quot; on racially, ethnically, and geographically diverse student samples--in grades 4 through 8--in schools in Kentucky, New York City, and a school district on the West Coast. [For the Intervention Brief, see ED611263. For the Intervention Snapshot, see ED611264.]
Literacy Design Collaborative. Intervention Brief. Teacher Excellence Topic Area. NCEE WWC 2021004
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Literacy Education,Academic Achievement,Program Effectiveness,Faculty Development,Program Implementation,Program Costs,Educational Research,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Teachers,Elementary School Students,Middle School Teachers,Middle School Students

&quot;Literacy Design Collaborative&quot; aims to help teachers improve their effectiveness in the classroom with a focus on supporting their literacy instruction. &quot;Literacy Design Collaborative&quot; provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to create and use high-quality literacy instruction materials aimed at improving students' reading, research, and writing skills. Teachers across content areas--including English language arts, social studies, and science--can use the &quot;Literacy Design Collaborative&quot; program. This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;Literacy Design Collaborative&quot; program on student achievement. The WWC identified five studies of &quot;Literacy Design Collaborative.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from three studies of the effects of &quot;Literacy Design Collaborative&quot; on racially, ethnically, and geographically diverse student samples--in grades 4 through 8--in schools in Kentucky, New York City, and a school district on the West Coast. This intervention brief provides an overview of the full report. [For the full report, see ED611262. For the Intervention Snapshot, see ED611264.]
Literacy Design Collaborative. Intervention Snapshot. Teacher Excellence Topic Area. NCEE WWC 2021004
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Literacy Education,Academic Achievement,Program Effectiveness,Faculty Development,Program Costs,Educational Research,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Teachers,Elementary School Students,Middle School Teachers,Middle School Students

&quot;Literacy Design Collaborative&quot; aims to help teachers improve their effectiveness in the classroom with a focus on supporting their literacy instruction. &quot;Literacy Design Collaborative&quot; provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to create and use high-quality literacy instruction materials aimed at improving students' reading, research, and writing skills. Teachers across content areas--including English language arts, social studies, and science--can use the &quot;Literacy Design Collaborative&quot; program. This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the &quot;Literacy Design Collaborative&quot; program on student achievement. This intervention snapshot provides findings on &quot;Literacy Design Collaborative&quot; from three studies that meet WWC standards. [For the full report, see ED611262. For the Intervention Brief, see ED611263.]
Research and Accountability Report, 2019-2020. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-05-08
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Trends,School Districts,Program Evaluation,Demography,Educational Quality,Teacher Effectiveness,Educational Finance,Money Management,Enrollment Trends,Accountability,State Standards,Attendance,STEM Education,Teacher Student Ratio,Teacher Certification,Audits (Verification)

In 1995, Texas charter schools were authorized to improve student learning, increase choice of learning opportunities, create professional opportunities that attract new teachers, establish a new form of accountability, and encourage different and innovative learning methods within the public-school system (Texas Education Code, §12.118). Generally, Texas charter schools operate with more flexibility relative to instructional practices and decision making than traditional schools, allowing promise for families whose children attend underperforming schools. This report presents the Charter Schools program evaluation for the 2019-2020 academic year. The evaluation gathered descriptive data to explore performance trends at HISD contract charter schools in four key areas. The areas explored in this evaluation were student enrollment and demographic characteristics, student performance, teacher quality, and fiscal responsibility.
Assistive Technology Services for Youth in the Vermont Linking Learning to Careers Program. Issue Brief
Author: Martin, Frank
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: High School Students,Students with Disabilities,Assistive Technology,Educational Technology,Technology Uses in Education,Student Needs

The Vermont Linking Learning to Careers (LLC) program is a five-year statewide initiative designed by Vermont's Division of Vocational Rehabilitation (VR). The program is intended to improve the employment and postsecondary educational outcomes of high school students who have disabilities. LLC provides enhanced services on top of the core state VR services typically provided to eligible high school students. One of these enhanced services is access to assistive technology (AT), provided by dedicated staff. This brief summarizes students' AT needs and their experiences with LLC's AT services.
HISD Title I, Part A; Title II, Part A; and Title IV, Part A Centralized Programs, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-01-12
Type: Reports - Research
Subjects: School Districts,Educational Finance,Educational Legislation,Elementary Secondary Education,Federal Legislation,Compliance (Legal),Economically Disadvantaged,Underachievement,Faculty Development,Grants,Accountability,Resource Allocation,Expenditures,Budgets,Federal Aid,Teacher Salaries,Academic Achievement,Achievement Gains,Low Income Students,Attendance,Achievement Tests,Alternative Teacher Certification,Advanced Placement,Career Readiness,Health Services,Dental Health,Elementary School Curriculum,Family Involvement,Fine Arts,Home Schooling,Homeless People,Intervention,Principals,Teacher Recruitment,Secondary School Curriculum,Medical Evaluation,Social Emotional Learning,Transportation

Title I, Part A; Title II, Part A; and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement. Title I, Part A provides supplemental support for students to meet rigorous academic requirements. Title II, Part A provides supplemental professional development programs for principals and teachers to support students' academic progress. Title IV, Part A funds are used to provide all students with access to a well-rounded education, improve school conditions for student learning (Health and Safety), and support the use of technology to improve the academic achievement and digital literacy of all students. This report documents the contributions of the 2019-2020 centralized programs.
Scaling up Early Math Programs: Recommendations from a Study on Engaging Families with Early Math. Education Issue Brief
Author: Grazi, Jaimie
Date: 2020-01-00
Type: Reports - Research
Subjects: Mathematics Education,Mathematical Concepts,Mathematics Skills,Family Programs,Organizations (Groups),Program Descriptions,Intervention,Program Development,Program Implementation,Capacity Building,Leadership Role,Vocabulary Development,Teaching Methods,Learning Activities,Child Caregivers,Teacher Student Relationship,Parent Teacher Cooperation

Young children's exposure to early math concepts is important in their development, in their confidence in math skills, and in their ability to use math later in life. In 2013, the Heising-Simons Foundation embarked on an innovative path to support children's early math development. The Foundation invited several family engagement providers to develop, test, and integrate research-based early math projects within their existing family engagement programs. The Foundation has since supported two providers--Reach Out and Read (ROR) and the YMCA of Silicon Valley (YMCA)--as they refined their early math projects and scaled them up in new sites. Mathematica conducted an implementation study that examined the scale-up effort during 2018 and 2019. We share the study findings in this brief so program operators, practitioners, and policymakers interested in scaling up early math programs can benefit from the experiences and lessons learned from these two pioneering organizations.
Operating Schools in a Pandemic: Predicted Effects of Opening, Quarantining, and Closing Strategies
Author: Gill, Brian P.
Date: 2020-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Disease Control,School Schedules,Board of Education Policy,Simulation,Elementary Schools,Secondary Schools,Conventional Instruction,Online Courses,Attendance,Incidence,Hygiene,Diagnostic Tests

Schools across Pennsylvania and around the country are beginning the 2020-2021 school year while COVID-19 remains a threat in widely varying degrees, in different communities, and at different times. Every school that is opening its building to students--part-time or full-time, starting now or later in the school year--needs to contemplate the possibility that a student or staff member will become infected with COVID-19. Previous work (Gill et al., 2020) suggests that hybrid operating approaches, with part-time attendance in the school building, can substantially slow the spread of infections, but schools still need to have a plan for what to do when someone is infected. The Pennsylvania Department of Education (PDE) asked Mathematica to extend this previous work by simulating COVID-19 spread in schools under a range of different scenarios that vary based on community infection rate, grade level, operating strategy, local COVID-19 testing capacity, and the school's response to a confirmed infection. This report provides the findings from those simulations. The main body of this report presents results that describe general patterns related to school level, community infection rate, operating strategy, local COVID-19 testing capacity, and school policies for responding to detected infections. Because the research examined such a wide range of circumstances, the results of the simulations should be relevant well beyond Pennsylvania. Educators and policymakers elsewhere across the country can use these results to inform their own decisions about operating schools and setting policies for quarantining and/or closure in response to detecting COVID-19 cases among students or staff. [For the previous work, &quot;Considerations for Reopening Pennsylvania Schools,&quot; see ED605937.]