ethanporcaro/eric-fulltext-meta huggingface dataset:
Program Summary and First Year Outcomes for the ACCESS Initiative, 2007-2008. Publication Number 07.82
Author: LaTurner, Jason
Date: 2008-12-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Academic Achievement,Program Implementation,School Safety,Prevention,Social Services,Educational Environment,Student Surveys,Substance Abuse,Discipline,Attendance,Violence,Positive Behavior Supports,Mental Health Programs,Social Emotional Learning,Early Childhood Education

This report summarizes results from the Austin Community Collaboration to Enhance Student Success (ACCESS) program in AISD during 2007-2008.
Title IV Safe and Drug Free Schools and Communities Evaluation, 2007-2008. Publication Number 07.83
Author: Garland, Marshall W.
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: School Safety,School Districts,Program Evaluation,Federal Programs,Educational Legislation,Federal Legislation,Elementary Secondary Education,Intervention,Grants,Drug Abuse,Violence,Prevention,Aggression,Drug Use,Drug Education,Technical Assistance,Bullying,Referral,Behavior Problems,Verbal Communication,Marijuana,Recidivism,Program Descriptions,Needs Assessment,Drinking,Smoking,Student Surveys,Private Schools,Public Schools,Faculty Development

This report summarizes evaluation results for AISD's federally-funded Title IV safe and drug-free schools program activities for the 2007-2008 school year.
Austin Independent School District Teacher Retention Report I: Results of the 2007-2008 Teacher Survey. Publication Number 07.47
Author: Cornetto, Karen M.
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Teacher Attitudes,Attachment Behavior,Compensation (Remuneration),Mentors,Beginning Teachers,Faculty Development,Teacher Salaries,Elementary Secondary Education,Teaching Experience,Labor Turnover,School Districts,Job Satisfaction,School Policy,Student Behavior,Parent Teacher Cooperation,Recognition (Achievement),Educational Technology,Teacher Collaboration,Educational Resources,Low Income Students

In Fall 2007, AISD conducted a survey of four general topics: attachment to teaching, compensation, mentoring for new teachers, and professional development. Results are presented regarding the importance of these factors to teacher retention. [For report II, see ED628048.]
Austin Independent School District Teacher Retention Report II: Job Satisfaction, Attachment, and Turnover. Publication Number 08.08
Author: Cornetto, Karen M.
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Teacher Attitudes,Attachment Behavior,Compensation (Remuneration),Mentors,Beginning Teachers,Teacher Salaries,Elementary Secondary Education,Teaching Experience,Labor Turnover,School Districts,Faculty Mobility,Job Satisfaction,Work Environment

The factors that best differentiated among 1,167 AISD teachers who left the district, transferred within the district, or remained on the same campus were attachment to teaching, attachment to school, and satisfaction with the work environment. [For report I, see ED628047.]
Exited English-Language Learners Research Brief. DPE Publication No. 08.20RB
Author: Austin Independent School District (AISD)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: School Districts,Academic Achievement,Bilingual Education,English Language Learners,Elementary School Students,Secondary School Students,Economically Disadvantaged,Potential Dropouts,Academically Gifted,Bilingual Education Programs,Language Proficiency,Graduation Rate

This report examines 2008-2009 academic performance of AISD students who exited bilingual education (BE) or English as second language (ESL) programs.
2007-2008 AISD Student Climate Survey Results. Publication Number 07.44
Author: Bush-Richards, Angela
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Environment,Environmental Influences,Elementary Secondary Education,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Surveys,Student Behavior,Learner Engagement,Self Esteem,Age Differences,Adults,School Personnel,Teacher Role,Interpersonal Relationship,Gender Differences,Behavior,Teacher Behavior

This report describes district-level results from the 2007-2008 AISD Student Climate Survey.
Closing the Digital Divide in Education: Policy Brief. ExcelinEd Policy Toolkit - 2023
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Online Courses,Distance Education,Computer Assisted Instruction,Internet,Costs,State Policy,State Aid,Federal Aid,Barriers,Family Environment,Consciousness Raising,Grants,Identification,Student Needs,Equal Education,Kindergarten,Elementary Secondary Education,Access to Computers,Disadvantaged

Technology plays an important role in education today, from homework assignments that require online research or peer collaboration to virtual tutoring or advanced courses that are not accessible at a student's assigned school. Additionally, schools can turn to online learning when inclement weather hits, school buildings need repair or in response to public health emergencies. Students may rely on it when personal situations, such as extended hospitalization, preclude school attendance. While the digital divide persists for multiple reasons, the lack of broadband infrastructure and affordability are the two primary drivers. Fortunately, state policymakers have the ability to allocate new and existing state and federal dollars to address the challenges families face, meet students' needs and open new educational opportunities. The policy brief discusses: (1) raising awareness of broadband affordabilty programs; (2) prioritizing education in state and federal broadband grant programs; and (3) establishing K-12 broadband reports to identify needs and monitor progress.
Education Scholarship Accounts and Public Accountability. Policy Brief
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Vouchers,Accountability,Standardized Tests,Academic Achievement,Testing Programs,Student Evaluation,School Choice

The expansion of student opportunity through the flexible spending of Education Scholarship Accounts (ESAs) builds in direct accountability to the parents who choose and hold the power of the purse. Families can select different schools and service providers if they are dissatisfied with how their student is faring. But ESAs can also be designed to broadly measure outcomes, including student academic achievement, while preserving provider autonomy and a healthy assortment of viable options for families. This policy brief argues against solely using states assessments for ESA eligibility and proposes a more balanced approach.
Comprehensive K-3 Reading Policy: Fundamental Principles. ExcelinEd Policy Toolkit - 2023
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,Young Children,Elementary School Students,Reading,Educational Policy,Grade 3,Grade 4,Student Promotion,Intervention,Reading Instruction,Reading Achievement,Reading Skills,School Holding Power

A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not qualify for a good cause exemption, retention provides struggling readers the additional time and intensive interventions they need to catch up with their peers. This toolkit presents: (1) Comprehensive K-3 reading policy fundamental principles; and (2) Detailed fundamental principles.
The Change Makers: How Three Universities Are Helping Underrepresented Engineering Students Succeed at Higher Rates. A Pilot Project by APLU &amp; ASEE
Author: Association of Public and Land-grant Universities (APLU)
Date: 2023-00-00
Type: Reports - Research
Subjects: Land Grant Universities,Disproportionate Representation,Minority Group Students,Academic Achievement,Academic Degrees,Educational Practices,Success,Equal Education,Educational Policy,Undergraduate Students,Engineering Education,Graduation Rate,STEM Education

As the challenge to broaden participation across STEM fields continues, a fundamental question is: Why are certain universities more successful in granting degrees to students in Underrepresented Groups (URG) than other institutions? What are they doing differently? Are there practices or approaches used by certain institutions that might work for other institutions? This pilot study explored the potential to identify relationships between notable changes in institutional practice with increased success by engineering students in underrepresented groups. The key question examined was: Can we identify specific equity-focused policies and practices to explain variation among institutions in undergraduate engineering degrees awarded to URG students? [The work detailed in this report was an outgrowth of &quot;The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering,&quot; (ED628086). This report was produced with the American Society for Engineering Education (ASEE).]
K-8 Math Policy: It Adds up to Algebra I Readiness. Fundamental Principles. ExcelinEd Policy Toolkit
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,Elementary Education,Algebra,Readiness,Educational Policy,Mathematics Education,Educational Strategies,Instructional Materials

The United States has relinquished its mathematical prowess enjoyed in the 20th century with trending declines in performance on international and national measures and must make a concerted effort to regain this standing in the 21st century. Success in mathematics education also is important for individual citizens because it gives them college and career options, increases prospects for future income, and improves later in life outcomes. The National Mathematics Advisory Panel serves as the basis for ExcelinEd's K-8 Math Policy and Fundamental Principles. The K-8 Math Policy provides the foundation to ensure all students are prepared to succeed in Algebra which has been has long been cited as a predictor of postsecondary future success, especially for students pursuing career paths in Science, Technology, Engineering and Math (STEM). Unfortunately, there are not quick fixes. A comprehensive K-8 mathematics strategy includes the following, which is presented in this toolkid: (1) daily math instruction with high quality content and instructional materials; (2) support for teachers; (3) assessments and parent notification; (4) interventions; and (5) resources for families and caregivers.
Question: How Are Fine Arts Credits Related to Postsecondary Enrollment? DPE Publication No. 07.33
Author: Schmitt, Lisa
Date: 2008-04-28
Type: Reports - Descriptive
Subjects: Fine Arts,Postsecondary Education,High School Graduates,Credits,College Enrollment,Enrollment Rate,Economically Disadvantaged,Socioeconomic Status

This report describes the relationship between credits earned in fine arts and students' postsecondary enrollment for AISD student graduates from the Class of 2006.
Campus Food Pantries: Insights from a National Survey
Author: Goldrick-Rab, Sara
Date: 2018-09-28
Type: Reports - Research
Subjects: Food,Colleges,College Environment,Financial Support,Volunteers,Hunger,Institutional Characteristics,Student Needs,College Students,Privacy,Budgets

This report examines the first-ever national survey of campus food pantries, with 262 participating institutions, 217 of which currently operate pantries. We find that most campus pantries have a designated space on campus, serve exclusively the on-campus community, and are run by staff, students, and faculty. Very few campus pantries have sizable budgets, but most employ some paid staff, often undergraduate or graduate students, and volunteers provide additional support. Awareness of campus pantries may be limited because common outreach strategies are informal, but barriers to support are low--just 5% of campus pantries require proof of financial need. The most common challenges faced by campus pantries are insufficient funding, food, and volunteers.
Access to Food for Students Experiencing Homelessness. Best Practices in Interagency Collaboration
Author: National Center for Homeless Education (NCHE)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Food,Hunger,Nutrition,Homeless People,Trauma,Student Needs,Intervention,Low Income Students,Runaways,Child Development,Mental Health,Federal Programs,Federal Legislation

Consistent access to sufficient quantities and quality of food is highly important for a child's physical, mental, and emotional development, but children experiencing homelessness frequently face hunger as well as poor physical and behavioral health outcomes. Children who do not get enough food to eat may experience a variety of physical, mental, and emotional side effects that impact their ability to learn and socialize at school. To support students having access to adequate food and forming healthy habits with food, school districts and schools should implement wellness policies to increase food access for students during the school day and when school is not in session. This brief: (1) provides an overview of hunger and its trauma impacts on children and youth experiencing homelessness; (2) explains the United States Department of Agriculture's (USDA) Child Nutrition Division (CND) policies regarding eligibility for free school meals for students experiencing homelessness, including runaway students; (3) addresses frequently asked questions about these policies; and (4) offers strategies to ensure that these students can access food both inside and outside of school.
Scottish Attainment Challenge: Recovery and Progress Report on 2021-22
Author: Education Scotland
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Attainment,Achievement Gap,Poverty,Low Income Students,Program Implementation,Access to Education,Outcomes of Education,Educational Policy,Leadership

The Scottish Attainment Challenge (SAC) was established to promote equity in education by ensuring every child has the same opportunity to succeed, with a focus on closing the poverty-related attainment gap. It is underpinned by the National Improvement Framework, Curriculum for Excellence and Getting it Right for Every Child. It focuses on improvement in literacy, numeracy and health and wellbeing. Reducing educational inequity and closing the poverty-related attainment gap is a long-term strategy which aims to impact on societal culture and thinking. On the 23 November 2021 the Cabinet Secretary announced the expanded mission statement of the refreshed SAC: To use education to improve outcomes for children and young people impacted by poverty with a focus on tackling the poverty related attainment gap. This report provides an overview of progress during 2021-22 and the impact of next steps as outlined in the 'Closing the poverty-related attainment gap: progress report 2016-2021'. Leadership is recognised as a key driver of the success of any school or early learning and childcare setting. The report also takes a closer look at Leadership-Governance and Management in relation to the SAC. Also reflected in this report is summarised findings of each local authority's next steps in raising attainment and reducing educational inequity for all of Scotland's children and young people. This report is intended to give a helpful overview of what is happening across Scotland. It is only one part of the suite of reporting and evaluation taking place across the Scottish Attainment Challenge. [For &quot;Closing the Poverty-Related Attainment Gap: A Report on Progress 2016-2021,&quot; see ED628066.]
Investing in Student Completion: Overcoming Financial Barriers to Retention through Small-Dollar Grants and Emergency Aid Programs
Author: Dachelet, Karole
Date: 2015-12-00
Type: Reports - Research
Subjects: Paying for College,Barriers,Student Financial Aid,Grants,Emergency Programs,Program Effectiveness,Eligibility,College Role,Student Needs,Delivery Systems,Financial Support,Information Dissemination

The rising price of a college education often leaves students strapped for cash and without the financial resources necessary to succeed in school and cover their basic needs, such as housing and food. These students are living on the edge, and a financial emergency can derail their dreams of obtaining college degrees. The contemporary financial aid system may not be nimble enough to respond to the nature or urgency of a student's financial emergency. Instead, some colleges and universities are providing students quick infusions of money through emergency aid programs. Such programs are springing up at schools across the country, but little information is available about their prevalence, practices, or effectiveness at helping students stay in school. In this report, researchers at the Wisconsin HOPE Lab use data from surveys and interviews conducted with emergency aid program administrators around the country in order to provide details on the current landscape of emergency aid. At least 100 programs are operating-- some have support from larger organizations such as Scholarship America's Dreamkeepers program, while others are sophisticated in-house solutions using predictive data or small local efforts of caring and committed staff. All emergency aid programs seek to help students overcome financial shocks, as sometimes a tank of gas or a grocery store gift card is the lifeline a student needs to remain enrolled. The data suggest that emergency aid programs are popular, and program administrators believe that they effectively help students, yet they face many challenges. These include: Adequately defining an &quot;emergency&quot;; Effectively stewarding resources while delivering funds in a timely manner; Ensuring that students are aware of the program while at the same time sustaining a limited pool of funding; Collecting and utilizing data to establish program effectiveness; Addressing these challenges by learning from the breadth of practitioners' experiences as well as lessons from related college retention programs (such as benefits access and case management approaches) may help colleges and universities develop well-implemented emergency aid programs. These programs might be an effective approach to supplementing the existing financial aid system. To that end, we offer five recommendations for improving practice in the field of emergency aid. [This report was produced in collaboration with Scholarship America.]
Summary of the 2005-06 to 2007-08 AISD Central Office Work Environment Survey. Publication Number 07.31
Author: Bush-Richards, Angela
Date: 2008-03-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Work Environment,Employee Attitudes,Collegiality,Leadership,Professional Development,Group Experience,Productivity,Occupational Surveys,Expectation,Employer Employee Relationship,Job Satisfaction,Personnel Policy

This report describes results from the AISD Central Office Work Environment Surveys administered in 2005-2006 through 2007-2008.
The Scottish Attainment Challenge: Framework for Recovery and Accelerating Progress
Author: Education Scotland
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Attainment,Achievement Gap,Poverty,Low Income Students,Access to Education,Outcomes of Education,Educational Finance,Program Development,Educational Policy,Planning,Educational Objectives,Administrator Role,Government Role,Institutional Role,Data Collection

The first five years of the Scottish Attainment Challenge saw much progress in closing the poverty-related attainment gap but at a limited pace. The pandemic disrupted the learning of our children and young people and had a disproportionate impact on children affected by poverty. The refreshed Scottish Attainment Challenge programme, backed by a further commitment of £1 billion from Scottish Government through the Attainment Scotland Fund (ASF), aims to address these challenges and ensure that equity lies at the heart of the education experience for all. This Framework for Recovery and Accelerating Progress (the Framework) has been developed to support the next phase of the Scottish Attainment Challenge. This Framework focuses on the poverty-related &quot;equity&quot; element of the Scottish Government's overall aim to achieve &quot;equity and excellence&quot; in education. Equity and excellence must be mutually reinforcing if education is to best meet the needs and aspirations of our children and young people. The Framework sets out expectations for planning, reporting, monitoring, roles, responsibilities and accountabilities. These should be applied consistently across the system to support education recovery and accelerate the pace of progress in achieving the mission of the Scottish Attainment Challenge. [This report was published by the Scottish Government and produced by APS Group Scotland.]
Supporting Students Experiencing Homelessness Who Have Disabilities: Federal Provisions to Increase Access and Success. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Homeless People,Low Income Students,Students with Disabilities,Access to Education,Academic Achievement,Federal Legislation,Educational Legislation,Equal Education,Disabilities,Student Rights,Student Needs

Each year, over 1.2 million children and youth identified as homeless in the nation's schools experience educational disruption caused by not having a safe and stable place to live. Many students who have disabilities and are experiencing homelessness face additional challenges for educational progress that require close coordination between homeless and special education staff in State and local education agencies. This brief: (1) reviews the educational rights of children and youth guaranteed in the McKinney-Vento Act, the Individuals with Disabilities Education Act, and Section 504 of the Rehabilitation Act of 1973; (2) addresses frequently raised issues regarding the needs and rights of students experiencing homelessness who have disabilities; and (3) provides information to improve the educational access and success of students experiencing homelessness who have disabilities.
Closing the Poverty-Related Attainment Gap: A Report on Progress 2016-2021
Author: Education Scotland
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Attainment,Achievement Gap,Poverty,COVID-19,Pandemics,Intervention,Low Income Students,Educational Policy,Elementary Secondary Education,Higher Education,Access to Education

The shared vision for Scottish education is to deliver excellence and equity for all, with the defining mission of closing the poverty-related attainment gap, ensuring every child has the same opportunity to succeed. This is a long-term commitment and has been supported by a system wide, collaborative endeavour between all partners within Scottish education to make Scotland the best place to grow and learn. This report presents the evidence of progress towards achieving this mission over the period 2016-2021. It also acknowledges the undisputed disruptive and detrimental impact of COVID-19 on progress, and also highlights key areas that will need to feature in the next steps of education recovery. While referencing the broader policy landscape, particular focus is made to the central role of the Scottish Attainment Challenge (SAC) and Attainment Scotland Fund (ASF) which was launched in February 2015. The strategic aim of the SAC has been to 'close the poverty-related attainment gap between children and young people from the least and most disadvantaged communities'. [This report was published by the Scottish Government and produced by APS Group Scotland.]