ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Outcomes through Second Grade: Findings from Year 4 of Georgia&apos;s Pre-K Longitudinal Study
Author: Peisner-Feinberg, Ellen
Date: 2019-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Education,Program Evaluation,Program Effectiveness,Outcomes of Education,Predictor Variables,Educational Quality,Preschool Children,Elementary School Students,Bilingual Students,Academic Achievement,Student Development,Language Proficiency,Ethnicity,Student Characteristics,Family Characteristics

In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia's Pre-K Program. The 2016-2017 Georgia's Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia's Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children's instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of 1,169 children (139 Spanish-speaking dual language learners/DLLs) attending a random sample of 199 Georgia's Pre-K classrooms in year 1. Of the original sample of children, 1,034 were followed into kindergarten in year 2 (118 Spanish-speaking DLLs), 969 (119 Spanish-speaking DLLs) were followed into first grade in year 3, and 951 (116 Spanish-speaking DLLs) were followed into second grade in year 4. Researchers conducted individual child assessments near the beginning and end of each year to examine growth in children's skills. The assessment measures covered multiple domains of learning, including language, literacy, math, executive function, and teacher ratings of behavior skills. For the DLL subsample, parallel assessments were conducted in both English and Spanish. Researchers also conducted observations in children's classrooms each year from pre-k through second grade to gather data on the quality of teacher-child instructional interactions using the Classroom Assessment Scoring System (CLASS). In addition, information about characteristics of the classrooms, teachers, and children was gathered from teacher and parent surveys and from existing statewide pre-k program data. Child/family characteristics, classroom/teacher characteristics, and classroom quality were examined as predictors of children's growth in skills. Overall, this large, representative sample of children who attended Georgia's Pre-K continued to perform near the mean on most standardized measures based on national norms by the end of second grade. Although children continued to learn and develop throughout this period, their growth was greater than expected from pre-k through kindergarten, but decreased during first and second grades for most measures. [For the executive summary of this report, see ED598161.]
Federal Student Aid Handbook with Active Index, 2018-2019
Author: Federal Student Aid (ED)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Financial Aid Applicants,Eligibility,Federal Aid,Withdrawal (Education),Federal Programs,College Students,College Programs,Student Loan Programs,Loan Repayment,Program Administration

This guide is intended for college financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA®) form, verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six volumes: (1) Student Eligibility; (2) School Eligibility and Operations; (3) Calculating Awards &amp; Packaging; (4) Processing Aid and Managing Federal Student Aid (FSA) Funds; (5) Withdrawals and the Return of Title IV Funds; and (6) The Campus-Based Programs. [For the 2017-2018 edition, see ED593652.]
Lessons Learned from the Middle School Matters Initiative
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2017-00-00
Type: Reports - Research
Subjects: Middle Schools,Middle School Students,Readiness,College Readiness,Evidence Based Practice,Theory Practice Relationship,Teaching Methods,Reading Instruction,Writing Instruction,Mathematics Instruction,At Risk Students,Educational Quality,Program Effectiveness,Models,Program Implementation

The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and postsecondary success. The initiative accomplishes this by drawing upon evidence-based research to develop practical tools and engaging support opportunities for middle grade campuses, allowing research-based practices to be brought to life in classrooms across the nation. The heart of the initiative is the deliberate connection between research and the instructional practice of educators. More specifically, MSM turned high-quality research into actionable strategies for districts, schools, and teachers to use to improve reading, writing, and math instruction -- and to improve use of data systems to identify students who are at-risk of dropping out. This report continues the Bush Institute's commitment to advancing educational outcomes broadly by sharing learnings to date about creating and implementing MSM. The report's goal is to help school leaders, policymakers, philanthropists, and others learn from our experience to better understand: (1) The power and promise of connecting high-quality research to instructional practice; (2) The importance of rigorous (and supported) implementation when seeking to improve teacher or leader performance; and (3) What to look for--both in terms of challenges and solutions--when implementing school-based improvement initiatives. [This report was produced in partnership with the Meadows Center for Preventing Educational Risk (MCPER) at the University of Texas, Austin and Middle School Matters (MSM), a partnership between the Bush Institute and the University of Texas' MCPER.]
Brexit and Graduate Management Education in the United Kingdom. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2019-03-00
Type: Reports - Research
Subjects: Foreign Countries,Business Administration Education,Business Schools,College Entrance Examinations,Graduate Study,Educational Demand,Foreign Students,College Choice

Since the 2016 vote to leave the European Union, business schools in the United Kingdom (UK) have continued to experience strong demand from non-UK citizens despite fears that Brexit would repel international business school candidates. The Graduate Management Admission Council (GMAC) has been tracking Graduate Management Admission Test™ (GMAT™) examinee interest in studying in the UK since the Brexit vote with periodic surveys of non-UK citizens who sent a GMAT score report to a UK business school program. Most recently, survey findings from December 2018 show that 54 percent of respondents overall say Brexit has no impact on their decision to study in the UK, up from 46 percent in December 2016. Likely bolstered by a falling pound and reduced interest in the United States as a study destination over the same period, there has been an increase in candidates' selecting the UK as their first-choice country for their business school experience. The survey findings show that candidate consideration of the UK as a study destination is driven by the reputation of the UK educational system, candidates' desire to develop an international network, and candidates' desire to improve their chances of having an international career. Their ultimate selection of a study destination is primarily influenced by a desire to study at a specific program or school in the location. The survey findings also show, however, that there is some hesitancy among candidates amidst the uncertainty of the looming exit from the EU. While overall most respondents to the December 2018 survey say Brexit has no impact on their decision making, about half of non-UK Europeans say they are less likely to decide to study in the UK because of Brexit (51%). Most non-UK candidates overall consider Brexit a detriment to the availability of student and work visas in the UK and over time candidates' perception of the impact of Brexit on the cost of education and living in the UK have become more negative. [Contributors of this report are Greg Schoenfeld and Matt Hazenbush.]
In-Home and Residential Long-Term Supports and Services for Persons with Intellectual or Developmental Disabilities: Status and Trends through 2015. Residential Information Systems Project Report
Author: Larson, Sheryl
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Developmental Disabilities,Home Programs,Home Health Aides,Residential Care,Incidence,Expenditures,Financial Support,Welfare Services,Residential Institutions,Psychiatric Hospitals,Costs,Foster Care

People with intellectual or developmental disabilities (IDD) live in many different types of settings including homes of their own, with a family member, with a host or foster family, or in a provider owned or operated setting. Most live with a family member and receive informal supports from family members and friends. Some also receive supports funded by Medicaid or State funding authorities. This report describes long-term supports and services (LTSS) recipients with IDD and public LTSS expenditures for state Fiscal Year (FY) 2015 by setting type, setting size, funding source, state versus nonstate operation, and recipient age. Section 1 reports the prevalence of IDD, the number of people with IDD known to state IDD agencies, the number of LTSS recipients with IDD and the living arrangements of LTSS recipients as of June 30, 2015. Section 2 describes the Medicaid and state authorities through which people with IDD receive LTSS funding. It describes the number of recipients, total expenditures, and expenditures per recipient for Medicaid Waiver and Intermediate Care Facilities for Individuals with Intellectual Disabilities. For Waiver recipients it also describes recipients, expenditures and expenditures per recipient by age and living arrangement. Section 3 describes changes in LTSS recipients with IDD and expenditures by funding authority, setting type and setting size. Lastly, Section 4 examines the status of and national trends in the number of people with IDD living in state-operated IDD facilities serving 16 or more people (Public Residential Facilities or PRF for short) or in state-operated psychiatric facilities. [The National Residential Information Systems Project (RISP) functions within Institute on Community Integration/UCEDD (University Centers for Excellence in Developmental Disabilities).]
Opportunity for All: 2019 State of Michigan Education Report
Author: Arellano, Amber
Date: 2019-00-00
Type: Reports - Research
Subjects: Access to Education,Educational Opportunities,Academic Achievement,National Competency Tests,Educational Indicators,Educational Improvement,Attendance Patterns,College Readiness,Educational Attainment,Educational Trends,Educational Quality,Parent Attitudes,Accountability,Educational Equity (Finance),Teacher Effectiveness,Teacher Evaluation,Evidence Based Practice,Best Practices,Elementary Education

Since the launch of the Michigan Achieves! campaign, the Education Trust-Midwest (ETM) has tracked Michigan's performance and progress towards the goal of becoming a top ten state for education opportunity and achievement, focusing on key data-driven indicators. It's important for Michiganders to understand how the state's students are performing compared to other states and the nation overall, especially in a globally connected and competitive world. Data from the National Assessment of Educational Progress (NAEP), which is the largest nationally representative assessment that provides for long-term comparisons of what America's students know and can do in various subject areas, can help provide this national perspective. Results from leading education states on the NAEP assessment -- also commonly known as the national assessment or the Nation's Report Card -- show that it's possible to improve education outcomes dramatically. There are many other indicators, which ETM reports on annually, that also signal that Michigan's trajectory needs to change. They are: (1) Student Attendance; (2) Access to Rigorous Coursework; (3) College Readiness; and (4) College Attainment. A recent poll of Michigan parents conducted by EPIC-MRA and The Education Trust-Midwest entailed phone interviews with 600 parents in Michigan with one or more children age 18 or younger. This major survey was conducted to better understand how parents-essential stake holders in public education, think about issues impacting children. Results are telling: (1) Quality Education is &quot;the&quot; Top Concern; (2) Parents support both transparent accountability &quot;and&quot; equitable school funding; and (3) Parents believe effective teachers matter. Unlike political discourse on the topic, the vast majority of parents support using data on student learning as a significant factor in evaluating teacher performance. As Michigan leaders across sectors look for areas to improve student learning, ETM details recommendations rooted in best practice, as well as baseling data, on five high leverage focal areas: (1) Early Childhood to Third Grade' (2) Equitable Funding; (3) Systems of Data, Transparency and Accountability; (4) Top Talent: Effective Educators and School Leaders; and (5) Transition to College and Postsecondary Opportunities.
Tax Cap Offers Strongest Shield to NY&apos;s Poorest School Districts. Research &amp; Data
Author: Empire Center for Public Policy, Inc.
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Disadvantaged Schools,Taxes,Educational Finance,School Taxes,School Support,Urban Schools,Suburban Schools,Rural Schools,Expenditures

Over the past seven years, New York's cap on local property tax levies has generated billions of dollars in savings for homeowners and businesses, compared to previous trends. The cap has been especially effective in restraining school property taxes, which have long been the largest and fastest-growing component of New York's tax burden. The cap is flexible: its baseline &quot;allowable levy growth factor&quot; of 2 percent or the rate of inflation, whichever is less, is modified by locally variable exclusions and exceptions, and can be overridden by a 60 percent vote of district residents. Nonetheless, advocates of higher school spending contend the law is unduly restrictive. &quot;The tax cap … hurts poorest districts the most, placing the most severe limits on their ability to raise funds and punishing parents and other taxpayers in low-wealth districts who try to provide more funding for their children,&quot; says the head of the statewide teachers' union. A different story emerges from comparison of tax and spending data from 2011-12 to 2018-19. As illustrated in the charts and tables provided in this report. (1) Spending has risen faster--and taxes have increased more slowly--in low wealth &quot;high need&quot; districts; (2) Adjusted for enrollment, the average annual tax hike exceeded 3 percent in all but the poorest districts; (3) Thanks largely to exceptions for tax base growth, voter-approved debt payments and a one-time teacher pension cost spike in 2013-14, average taxes for all districts have increased 23 percent faster than the headline &quot;growth factor&quot; would have permitted since 2011-12.
Advancement Via Individual Determination (AVID): Findings Related to Student Performance, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-05-02
Type: Reports - Research
Subjects: Secondary School Students,College Bound Students,School Districts,Acceleration (Education),Enrollment Trends,Academic Achievement,Scores,Dual Enrollment,Program Effectiveness,Achievement Tests,Standardized Tests,Reading Tests,Mathematics Tests,Transfer of Training,Mastery Learning,Predictor Variables,Success,Advanced Placement,Advanced Placement Programs,Program Improvement,Student Characteristics,Reading Achievement,Writing Achievement,Science Achievement

The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic middle and earn grades of B, C, and D; (2) desire to go to college; (3) are willing to work hard; (4) are capable of completing rigorous curricula; and (5) are not reaching their full academic potential. During the 2012-2013 school year, Houston Independent School District (HISD) teachers who elected to participate in the AVID program received training on the AVID curriculum to ensure that it was applied appropriately. Students who participated in the AVID program received tutoring twice weekly from volunteer AVID tutors who provided content-specific support and guidance with reading, study skills, note taking, organizational skills, writing, inquiry, collaboration, and critical thinking to enhance learning, including mathematical reasoning. Key findings are the following: (1) Overall, 1,641 students were enrolled in the 2012-2013 AVID program, a 55.4 percent increase from 2011-2012. The student enrollment increase at the high school level was 85.2 percent and 34.2 percent at the middle school level; (2) Results of the performance of students in AVID in comparison to the performance of students not enrolled in AVID on the standardized and dual credit tests presented in this report are varied. Overall, the findings suggest the AVID program is effective in preparing students for success in dual credit courses and on the Stanford 10 assessment in reading and math, STAAR EOC exams, and the Exit Level TAKS. This indicates the strategies and skills learned in the AVID program transferred well to the aforementioned courses and tests. This bodes well for HISD's AVID program given that student mastery on the Exit Level TAKS and earning college credit while still in high school were among the academic performance factors found be predictive of college success (Huerta, Watt, &amp; Reyes, 2013); and (3) The generally lower performances of AVID students when compared to the performances of non-AVID students in pre-AP and AP courses and on the STAAR (including Level III advanced performance in general) and AP exams highlight crucial areas for program improvements.
Advancement Via Individual Determination (AVID), 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-06-19
Type: Reports - Research
Subjects: College Bound Students,School Districts,Acceleration (Education),Enrollment Trends,Grades (Scholastic),Secondary School Students,Scores,Advanced Placement,Academic Achievement,Student Participation,Student Characteristics,Dual Enrollment,Science Education,Social Studies,English Instruction,Algebra,Biology,United States History,Reading Tests,Mathematics Tests,Writing Skills

The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic middle and earn grades of B, C, and D; (2) desire to go to college; (3) are willing to work hard; (4) are capable of completing rigorous curricula; and (5) are not reaching their full academic potential. Key findings are the following: (1) Overall, 1,462 students were enrolled in the 2013-2014 AVID program, a 10.9 percent decrease from 2012-2013. There was a student enrollment decrease of 25.5 percent at the middle school level and an increase of 3.9 percent at the middle school level; (2) AVID students attained a higher average pre-AP course grade (81.03) that was significantly higher than the pre-AP course grade average for non-AVID students (80.21); (3) The number of exams on which AVID students scored 3 or higher decreased 13.8 percent from 58 in 2012-2013 to 50 in 2013-2014. However, the percentage of the AP exams taken on which students in AVID scored 3 or higher increased 1.1 percentage points from 2012-2013 to 2013-2014; (4) Analyses of program effects on students' STAAR scores revealed the performance differences between AVID and non-AVID students were substantially significant (i.e. effect size = 0.25 standard deviations) in writing at grade 7 (0.51) and grade 8 in science (0.56) and social studies (0.56); and (5) Students in AVID achieved higher average scale scores than their non-AVID peers on all five STAAR EOC assessments administered in 2013-2014 (English I, English II, Algebra I, Biology, and U.S. History). Differences between the groups' scores were statistically significant on all exams with the exception of U.S. History.
Career and Technical Education, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-03-07
Type: Reports - Evaluative
Subjects: Vocational Education,School Districts,Career Development,Employment Qualifications,Experiential Learning,Student Characteristics,Course Content,Performance,Academic Achievement,Enrollment Trends,Student Evaluation,Secondary School Students,Careers,Graduation Rate,Dropout Rate,Certification

The Career and Technical Education program (CTE) in the Houston Independent School District (HISD) has a mission to equip students with the marketable academic and technical skills needed to compete in the global workforce and/or to continue their education at the post-secondary level after graduation. Consequently, the goals of the CTE program are: (1) to provide students with relevant and up-to-date instruction within their career pathway(s) of interest; (2) to offer an advanced curriculum that can lead to industry certifications; (3) to expose students to out-of-classroom and real-world work experiences; and (4) to implement professional development that focuses on best practices in career and technical education. By enrolling in CTE courses and participating in CTE program components, students are empowered to strengthen the economic and social foundation of the local community and beyond. The purpose of this evaluation report is to present: (1) demographic characteristics of CTE participants; (2) CTE program components and course offerings; and (3) the test performance of CTE students in comparison to their non-CTE school peers. This report assesses the program participation and academic performance of CTE participants from the past two years, 2011-2013, as compared to non-CTE students. This report also includes a summary of the course offerings and program components implemented in the CTE program.