ethanporcaro/eric-fulltext-meta huggingface dataset:
Household Survey Data on Disability and Education in GPE Partner Countries: A Review of Data Collected during 2010-2020 and Recommendations for Making More and Better Data Available
Author: Cameron, Stuart
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,School Statistics,Partnerships in Education,Global Approach,Foreign Countries,Inclusion,Data Collection,Census Figures,International Organizations,National Surveys,Information Sources

Better data is needed on disability in Global Partnership for Education (GPE) partner countries to understand the extent to which children with disabilities are excluded from education, so that countries can make evidence-based and inclusive education policy and plans, and progress can be monitored globally. As part of its work helping to build robust education management information systems (EMIS), GPE has supported work on collecting better data on disability through school censuses. However, there are limitations on the extent to which EMIS can gather accurate data on individual children's disabilities or on children who are out of school. Nationally representative household surveys and censuses that collect data on both education and disability using reliable and comparable methods are essential sources of information on the extent to which children with disabilities are in school and completing school. This working paper assesses the availability of household surveys and censuses with disability data across GPE partner countries collected between 2010-2020 and concludes with recommendations for making more and better data available.
Does an Algebra Course with Tutoring Software Improve Student Learning? Research Brief. RB-9746-DEIES
Author: Pane, John F.
Date: 2013-11-18
Type: Reports - Research
Subjects: Mathematics Instruction,Algebra,Intelligent Tutoring Systems,Computer Software,Mathematics Achievement,High School Students,Instructional Effectiveness,Educational Technology,Outcomes of Education

This large-scale effectiveness trial found a significant positive effect for high schools using Cognitive Tutor Algebra I (CTAI) in their second year of implementation, relative to similar schools that continued to use existing textbook-based algebra curricula. This positive result is important for educators and policymakers seeking ways to improve algebra achievement, and it is particularly notable because it was obtained in an effectiveness trial, in which a broad range of schools implemented the curriculum under normal conditions.
Seeking Work in Southern New Jersey: What Job Seekers and Employers in Southern New Jersey and the City of Camden See as Workforce Barriers and Opportunities during the COVID-19 Pandemic. A Rowan University/Rutgers--Camden Board of Governors Initiative
Author: Rutgers, The State University of New Jersey, John J. Heldrich Center for Workforce Development
Date: 2022-10-00
Type: Reports - Research
Subjects: Employers,Job Applicants,COVID-19,Pandemics,Barriers,Economic Factors,Labor Force,Data,Career Development,Job Search Methods,Opportunities

The project, Seeking Work in Southern New Jersey, set out to explore the economic landscape, identify barriers and opportunities to finding and securing a job, and outline challenges to connections between job seekers and employers in Southern New Jersey and the City of Camden. The project's goal was to illuminate the story behind traditional economic numbers -- to explore the perspectives of job seekers and employers in Southern New Jersey and the City of Camden. Researchers conducted a series of focus groups and individual conversations with both employers and job seekers, and captured the experiences, challenges, and opportunities posed by individuals both seeking and filling jobs in a pre- and -post pandemic economic landscape. Researchers then combined this qualitative input with current labor force data to inform understanding of workforce trends and barriers across the region's eight counties. This report is the result of that data collection and analysis, and aims to provide insights into unique workforce trends and barriers across the region's eight counties and within the City of Camden. Job seeker and employer responses showed the choices residents made to advance their careers, how companies have shifted and changed, and considerations related to economic opportunities and structural barriers. Key themes emerged from the data, centered on job seekers' and employers' responses through the pandemic: opportunity, flexibility, and access. [This project was in partnership with the Senator Walter Rand Institute for Public Affairs (WRI) at Rutgers University--Camden and the Camden Community Partnership. It was funded by the Rowan University/Rutgers---Camden Board of Governors.]
Mapping Civic Measurement: How Are We Assessing Readiness and Opportunities for an Engaged Citizenry?
Author: Gallos, Anna
Date: 2023-02-16
Type: Reports - Descriptive
Subjects: Citizen Participation,Readiness,Measurement,Civics,Opportunities,Democracy,Voting,Definitions,Learning Processes,Citizenship Education

The Institute for Citizens &amp; Scholars brings together diverse people, across traditional divides, to build a constitutional democracy that works for all. In 2019, Citizens &amp; Scholars released the whitepaper &quot;From Civic Education to a Civic Learning Ecosystem: A Landscape Analysis and Case for Collaboration,&quot; which noted a surprising consensus among practitioners in the civic education space that the current approach to developing effective citizens needed to be updated for the 21st century. Building on that work, Citizens &amp; Scholars has launched a multi-year initiative on Civic Measurement. The first major milestone is a new report, &quot;Mapping Civic Measurement: How are we assessing readiness and opportunities for an engaged citizenry?&quot; &quot;Mapping Civic Measurement&quot; is a comprehensive civic measurement landscape review and a first-of-its-kind framework for mapping civic readiness and opportunities. The report features a collection of measurement tools, rubrics, and more than 200 resources in use by practitioners across education, business, philanthropy, community institutions, media, government, and civil society. You'll come away from the report with new ways to think about measuring civic learning impact, new research to inform your work, and new opportunities to connect with other practitioners. Now is the time to come together to cultivate people as informed, engaged, and hopeful citizens. Creating a common knowledge base and practices to measure civic readiness and opportunities will enable us to chart the course to a healthy and robust democracy that works for all.
Structuring STEM Transfer Partnership Success. Data Note 1. STEM Transfer Partnership Series
Author: Cate, Leandra
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: STEM Education,College Transfer Students,Articulation (Education),Transfer Programs,Two Year Colleges,Universities,Communities of Practice,Models,Sustainability,Guided Pathways,Low Income Students

Both policymakers and educators have identified the pressing need for clear and consistent pathways from two-year to four-year postsecondary institutions in STEM fields. Though numerous interventions for transfer pathways have been designed and implemented, there remains a need for effective and sustainable models of transfer partnership that address the specific needs of STEM transfer students. This report describes the key components of a successful program to initiate a community of practice for STEM transfer that supports a cultural shift from siloed colleges and universities to an interconnected system that centers student success.
How Roca Works with Young Men Most at Risk of Violence in Baltimore: Perspectives from Roca Baltimore Participants
Author: Hossain, Farhana
Date: 2023-03-00
Type: Reports - Research
Subjects: Young Adults,Males,At Risk Persons,Violence,Attitudes,Crime,Program Evaluation,Social Justice,Experience,Outreach Programs,Interpersonal Relationship,Behavior Modification,Cognitive Restructuring,Change

Roca is a nonprofit organization that works to change the lives of young people who are involved in the justice system and are at high risk of participating in violence or being affected by it. Such young people include those with a history of arrests, incarceration, violent behavior, or gang involvement, and often a disconnection from education and work. The organization focuses specifically on reaching those who are not likely to connect with mainstream institutions or traditional programs, and engages them in cognitive behavioral therapy and an array of education, employment, and supportive services that seek to address the traumas and challenges that have shaped their lives. In Massachusetts, Roca operates programs for young men and women, but the program in Baltimore currently focuses on the city's young men. MDRC is partnering with Roca to study its Baltimore program. This report presents findings from a small-scale, qualitative study designed to use participant cases and voices to create a more detailed picture of the young men Roca Baltimore serves and the ways the program works with them. [This evaluation is funded by Roca.]
Redwood City School District Mental Health Counseling Program: Year 1 Implementation Study. Research Brief
Author: Geiser, Kristin
Date: 2022-06-00
Type: Reports - Research
Subjects: Counselor Role,Mental Health Workers,Mental Health,Health Services,Social Emotional Learning,Partnerships in Education,Multi Tiered Systems of Support,School Districts,Program Design,Program Implementation,Educational Environment,Program Development,Academic Achievement,Elementary Secondary Education,Student Needs,Program Improvement,Counseling Services,Strategic Planning,Health Promotion,Well Being

Redwood City School District (RCSD) has a long history of attending to the needs of its students and their families, and it has responded to this moment of crisis by setting a goal that by June 2024, every student will receive &quot;appropriate social-emotional supports designed to meet their needs.&quot; The plan for achieving this goal includes placing a full-time, district-employed, licensed clinical mental health counselor in each of its twelve schools for the 2021-22 and 2022-23 academic years, and dedicating a portion of one counseling position to the role of &quot;lead counselor&quot; responsible for overseeing program design, development, and implementation. The mental health counseling program is part of a broader initiative known as the Multi-Tiered System of Supports (MTSS), a comprehensive framework for creating a coordinated system of universal (Tier 1), supplemental (Tier 2), and intensive (Tier 3) supports that promote students' academic behavioral, and social-emotional growth and development. This implementation study, conducted as part of a long-term partnership between Stanford University and RCSD, aims to describe the role and contribution of RCSD's mental health counselors and identify opportunities for improvement as the program moves into its second year of implementation. A qualitative implementation study was conducted from October 2021-May 2022 focusing on data collected via 23 interviews with district and site administrators, teachers, MTSS coordinators, community school coordinators, and mental health counselors; 51 participant observations of meetings related to the counseling program and student services more broadly in which school and district staff, board members, and parents participated; and more than 100 district-produced program documents related to MTSS and/or the counseling program. This research brief summarizes key findings and identifies strategic opportunities not only for improving the counseling program, but for leveraging the program to advance a district-wide, coordinated system of support that effectively promotes mental health and wellbeing. [For the executive summary, see ED627396.]
Illinois Career and Technical Education. 2022 Report
Author: Illinois State Board of Education (ISBE)
Date: 2023-01-13
Type: Reports - Descriptive
Subjects: Vocational Education,Equal Education,Gender Bias,Program Development,Federal Aid,State Aid,Secondary Education,High School Students,Elementary Secondary Education,Elementary Education,Alignment (Education),College Readiness,Career Readiness,Educational Legislation,Federal Legislation,Police Education,Job Training,State Programs,Juvenile Justice,Visual Impairments,Deafness,Students with Disabilities,Special Schools,Student Organizations

This report describes the establishment of and delivery of Illinois Career and Technical Education (CTE), the existing condition of Illinois CTE based on fiscal year 2022 data, and the future developments and recommendations for CTE in our state as required by Illinois School Code 105 ILCS 435/2e. Further, this report provides an update on police academy program in Illinois as required 105 ILCS/5/22-83. The work of the Gender Equity Advisory Committee and other ISBE initiatives are also referenced within the report. [For the 2021 report, see ED618581.]
Redwood City School District Mental Health Counseling Program: Year 1 Implementation Study. Executive Summary
Author: Geiser, Kristin
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: School Districts,Mental Health,Health Services,Social Emotional Learning,Mental Health Workers,Program Descriptions,Counselor Role,Program Implementation,Academic Achievement,Multi Tiered Systems of Support,Elementary Secondary Education,Student Needs,Educational Environment,Counseling Services,Health Promotion,Well Being

Redwood City School District (RCSD) has a long history of attending to the needs of its students and their families, and it has responded to the current incidence of mental health challenges among youth by setting a goal that by June 2024, every student will receive &quot;appropriate social-emotional supports designed to meet their needs. The plan for achieving this goal includes placing a full-time, district-employed, licensed clinical mental health counselor in each of its twelve schools for the 2021-22 and 2022-23 academic years, and dedicating a portion of one counseling position to the role of &quot;lead counselor&quot; responsible for overseeing program design, development, and implementation. The mental health counseling program is part of a broader initiative known as the Multi-Tiered System of Supports (MTSS), a comprehensive framework for creating a coordinated system of supports that promotes students' academic, behavioral, and social-emotional growth and development. This executive summary describes the implementation study and its findings. [For the research brief, see ED627394.]
Complex Networks of Community: Transformative Partnership Praxis for Equitable STEM Transfer. Data Note 2. STEM Transfer Partnership Series
Author: Cate, Leandra
Date: 2023-02-00
Type: Reports - Research
Subjects: Educational Change,Partnerships in Education,STEM Education,Equal Education,College Transfer Students,Guided Pathways

Within the complex organizational structures of postsecondary institutions, transformative change requires a strategically networked community of dedicated practitioners. This report describes the networks of transformative partnership praxis between two-year and four-year institutions working on improved STEM transfer pathways. Data from the first year of the STEM Transfer Partnership (STP) program indicate that communities of practice committed to transformation draw upon expanded and multi-layered communities, with productive networks that include connections across academic, administrative, and student support offices at the institution and also learning from outside the boundaries of the institutional partners. Key challenges that prompt flexible and expanded connections include low-income student recruitment and strategies for program sustainability. [For Data Note 1, see ED627390.]
Cyberbullying and Student Learning: An Analysis of Student Achievement in Eighth Grade Using TIMSS 2019 Data. IEA Compass: Briefs in Education. Number 19
Author: Wagemaker, Hans
Date: 2023-01-00
Type: Reports - Research
Subjects: Bullying,Computer Mediated Communication,Geographic Regions,Gender Differences,Grade 8,Mathematics Achievement,Foreign Countries

Bullying generally has been shown to have a number of negative outcomes for student well-being. IEA's TIMSS (Trends in Mathematics and Science Study) 2019 data shows that cyberbullying is correlated with traditional forms of bullying and is particularly relevant in more recent times. The relationship between the two forms of bullying is strong and varies considerably among the participating TIMSS 2019 countries. Evidence from TIMSS reveals that, while cyberbullying has a relatively high incidence in all educational systems, it also reflects regional and gender differences with boys experiencing higher levels of cyberbullying than girls. Importantly, overall, cyberbullying is negatively associated with mathematics achievement in the eighth grade.
Emerging Hispanic-Serving Institutions (eHSIs): 2021-22
Author: Excelencia in Education
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Minority Serving Institutions,Public Colleges,Private Colleges,Enrollment Trends,Undergraduate Students,Geographic Regions

HSIs (Hispanic Serving Institutions) are defined as accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the eHSI category--institutions with undergraduate FTE Hispanic enrollment of 15-24.9%--to track the growth of potential HSIs. There were 401 Emerging HSIs (eHSIs) in 2021-22, representing 13% of all colleges/universities and enrolling 16% of Latino undergraduates. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their Latino enrollment grows. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2019-20 report, see ED627435.]
Austin Collaborative for Mathematics Education: 2001-02 Final Evaluation. Publication Number 01.14
Author: Batchelder, Michelle
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Educational Improvement,School Districts,Elementary Schools,Middle Schools,Faculty Development,Program Effectiveness,Barriers,Teacher Competencies,Instructional Materials,Alignment (Education),Inquiry

The Austin Collaborative for Mathematics Education (ACME) was an initiative begun in August 1997 to improve mathematics education in all AISD elementary and middle school classrooms by providing teachers with long-term, high quality professional development. This report summarizes program evaluation information for school year 2001-2002.
Account for Learning: Evaluation Report &amp; Action Plan 1999-2002. Publication Number 01.17
Author: Piñon, Denise
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Reading Achievement,Mathematics Achievement,Achievement Tests,Economically Disadvantaged,Elementary School Students,Middle School Students,High School Students,Scores,Mastery Learning,Accountability

This report summarizes Austin Independent School District's (AISD's) Account for Learning evaluation report and action plan for 1999-2002.
Title VI, Class Size Reduction: Summary, 1999-2000. Publication Number 99.16
Author: Koehler, Holly
Date: 2001-03-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Class Size,Elementary Schools,Primary Education,Grade 1,Grade 2,Grade 3,Teacher Certification,Academic Achievement,Teacher Recruitment,Teacher Selection,Kindergarten,Program Effectiveness

This report summarizes AISD's district and campus use of federal Title VI Class Size Reduction funds for school year 1999-2000.
Career and Technology Education 2001-2002. Publication Number 01.22
Author: Oswald, Kim Johnson
Date: 2003-03-00
Type: Reports - Descriptive
Subjects: School Districts,Vocational Education,Educational Finance,Middle Schools,High Schools,Courses,Programs,Student Participation,Student Characteristics,Instructional Program Divisions,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,English Language Learners,Special Education,Occupations,Resource Allocation,Graduation Rate,Academic Achievement,High School Graduates,Employment Level,Postsecondary Education

This report summarizes 2001-2002 program evaluation results of AISD's career and technology education program.
Austin Collaborative for Mathematics Education: 1999-2000 Evaluation. Publication Number 99.14
Author: Batchelder, Michelle
Date: 2001-01-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Educational Improvement,Elementary Schools,Middle Schools,School Districts,Faculty Development,Teacher Competencies,Program Effectiveness,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Educational Change

This report summarizes results from the 1999-2000 evaluation of the Austin Collaborative for Mathematics Education in AISD.
Literacy Support Plan Evaluation, 1999-2000. Publication Number 99.02
Author: Curry, Janice
Date: 2001-04-00
Type: Reports - Descriptive
Subjects: Reading Programs,Reading Instruction,Kindergarten,Grade 1,Grade 2,Grade 3,Primary Education,Literacy Education,School Districts,At Risk Students,Reading Achievement,Writing Achievement,Program Effectiveness,Intervention,Faculty Development,Reading Consultants

This report summarizes the evaluation of AISD's Literacy Support Plan for a comprehensive reading intervention initiative for kindergarten through grade 3 students during the 1999-2000 school year.
Trends and Outcomes among a Ninth-Grade Cohort, 1993-94 through 1997-98. Publication Number 98.13
Author: Smith, Ralph
Date: 1999-09-00
Type: Reports - Descriptive
Subjects: School Districts,Middle School Students,Grade 9,Outcomes of Education,At Risk Students,Potential Dropouts,Dropout Prevention,Graduates,Withdrawal (Education),Management Information Systems,Educational Policy,Program Evaluation

This report summarizes various academic outcomes for only a single, closed cohort, or class, of first-time ninth-grade students in AISD between the 1993-1994 and 1997-1998 school years.
Academics 2000: Cycle VIII Evaluation Report, 2001-2002. Publication Number 01.11
Author: Huskey, Barton
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Implementation,Program Effectiveness,Grants,Teaching Methods,Parent Participation,Academic Achievement,Educational Finance,Reading Programs,Elementary School Students,Reading Tests,Coaching (Performance)

This report presents evaluation findings regarding the implementation and effectiveness of the Academics 2000, Cycle VIII grant in AISD during the 2001-2002 school year.
Title VI, Class Size Reduction Summary: 2001-2002. Publication Number 01.12
Author: Kline, Cathy J.
Date: 2002-10-00
Type: Reports - Descriptive
Subjects: Class Size,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary Secondary Education,Educational Legislation,Federal Legislation,Teacher Qualifications,Academic Achievement,Educational Finance,Resource Allocation,Teacher Recruitment,Teacher Selection,Teacher Certification,Program Effectiveness,Teacher Attitudes,Faculty Development

The purpose of the federal Title VI, Class Size Reduction program is to reduce class sizes in grades K-3 to 18 or fewer students. In AISD, these funds were used for recruiting, hiring, and training highly qualified teachers to raise student achievement through increased personal attention. This report summarizes evaluation results of AISD's Title VI program in 2001-2002.