ethanporcaro/eric-fulltext-meta huggingface dataset:
Think Through Math in HISD, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-12-19
Type: Reports - Research
Subjects: Mathematics Education,Supplementary Education,Mathematics Achievement,Urban Schools,Achievement Tests,Web Based Instruction,Elementary School Students,Middle School Students,Program Effectiveness

Think Through Math (TTM) is an online, adaptive mathematics program designed to supplement classroom instruction. The program is funded by the Texas Education Agency (TEA) for students in grades 3-8, and schools have the option to purchase the program for students in other grades. This report compares the STAAR mathematics achievement of HISD students in grades 3-8 who enrolled in the TTM program in 2013-2014 with the results of similar students in the same grades who did not use TTM. Three treatment groups of students were considered: all TTM users in the district, TTM users in 2013-2014 priority and focus schools, and TTM users who took the June 2014 retest of the STAAR mathematics test. Some of the highlights are as follows: (1) Students in every grade level in HISD used TTM in 2013-2014 and 95 percent of the TTM users were in grades 3-8. 29,359 TTM users and 25,718 non-TTM users met the criteria for inclusion in this study, for a total of 55,077 students included in the analyses; (2) Propensity score analyses were used to compare the mathematics achievement of TTM users matched with non-TTM users. Results indicated that HISD students who used TTM had significantly higher 2014 STAAR scale scores than did matched students who did not enroll in the program; (3) TTM users at priority and focus schools who were matched with non-TTM users at the same schools were also found to have obtained significantly higher 2014 STAAR mathematics scale scores than non-TTM users had; (4) For students who took the June 2014 STAAR retest, however, there were no significant differences in scale scores earned by TTM users when compared with the results of matched non-TTM users; and (5) Regression analyses indicated that for most groups of students, passing a higher number of TTM lessons, particularly passing a higher number of target TTM lessons, predicted a higher 2014 STAAR mathematics scale score. Effect sizes for the significant relationships were small, with the exception of a moderately strong relationship between the number of TTM target lessons passed and 2014 STAAR mathematics scale scores for students who met the phase-in 1, satisfactory standard on the 2013 STAAR mathematics assessment. Recommendations, and Administrative Response are provided.
Think Through Math in HISD, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-05-04
Type: Reports - Research
Subjects: Mathematics Education,Supplementary Education,Mathematics Achievement,Urban Schools,Achievement Tests,Web Based Instruction,Elementary School Students,Middle School Students,Program Effectiveness

Think Through Math (TTM) is an online, adaptive mathematics program designed to supplement classroom instruction. In 2014-2015, the program was funded by the Texas Education Agency (TEA) for students in grades 3-8, and schools had the option to purchase the program for students in other grades. This report compares the STAAR mathematics achievement of HISD students in grades 3-8 who enrolled in the TTM program in 2014-2015 with the results of similar students in the same grades who did not use TTM. Comparisons were made for students districtwide, for students based on 2014 STAAR Mathematics performance level, and for students who attended a 2014 Improvement Required (IR) school. Key findings include: (1) A total of 43,997 HISD students used TTM in 2014-2015. Nearly all the students, 99 percent, were enrolled in grades 3-8, the grade levels for which the program was supported by TEA; (2) Students enrolled in TTM completed an average of 14 TTM lessons and passed an average of four on-grade level lessons in the academic year; (3) Propensity score matching, which matched TTM users with non-TTM users based on key variables, indicated no significant difference in 2015 STAAR Mathematics scale scores between TTM users and non-TTM users; and (4) Propensity score matching was also used to confirm that there were no significant differences between TTM users and non-TTM users based on 2014 STAAR Mathematics performance or enrollment in an IR school. Specifically, there were no significant differences in 2015 STAAR Mathematics scale scores of matched TTM and non-TTM users who did not meet the 2014 STAAR Mathematics standard, who met but did not achieve the advanced 2014 STAAR Mathematics standard, who met the 2014 STAAR Mathematics advanced standard, or who attended a 2014 IR school. Recommendations and administrative response are provided.
Vanguard Program Findings Related to State Compliance, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-12-20
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are &quot;those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment.&quot; These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; forms the basis of program accountability for state-mandated services for G/T students. In HISD, G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. Vanguard Magnet programs (K-12) were designed to serve G/T students, who excelled in general intellectual ability, in combination with creative/productive thinking and/or leadership ability. Vanguard Magnet programs provided a learning continuum that was differentiated in depth, complexity, and pacing in the four core areas (reading/language arts, mathematics, social studies, and science). This evaluation report summarizes the effectiveness of the Vanguard Program during the 2012-2013 school year. Among the highlights are: (1) In 2012-2013, a total of 31,689 students attending 256 elementary, middle, and high schools participated in the district's Vanguard Program, reflecting 17.0 percent of the district K-12 population, up from 16.5 percent in 2011-2012; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American and Hispanic students were under-represented, while, White and Asian students were over-represented; (3) For 2013, a total of 9,848 Advanced Placement (AP) exams were taken by 4,777 G/T students and 51.7 percent of the scores were three or higher on a scale of one to five, showing an increase in participation and performance rates; and (4) In May of 2013, 328 HISD G/T students took a total of 821 International Baccalaureate (IB) examinations, where 77.3 percent scored a four or above on a scale from one to seven. This is an increase in participation rates.
Vanguard Program Findings Related to State Compliance, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-01-23
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; (G/T) forms the basis of program accountability for state-mandated services for G/T students. In the Houston Independent School District (HISD), G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. This evaluation report summarizes the effectiveness of the Vanguard Program during the 2013-2014 school year. It evaluates the degree to which the Vanguard Program operated in compliance with the policies and procedures developed by the legal and administrative authorities as well as the District's 14 G/T Standards approved by the Board of Education on March 8, 2007. Among the findings are: (1) In 2013-2014, a total of 32,906 students attending 259 elementary, middle, and high schools participated in the district's Vanguard Program, reflecting 16.9 percent of the district K-12 population, representing a slight decrease from 17.0 percent in 2012-2013; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American, Hispanic, and economically disadvantaged students were underrepresented, while, White and Asian students were over-represented; (3) For 2014, a total of 9,928 Advanced Placement (AP) exams were taken by 4,821 G/T students and 51.5 percent of the scores were three or higher on a scale of one to five, showing an increase in participation rates from 2007; and (4) In May of 2014, 376 HISD G/T students took a total of 1,165 International Baccalaureate (IB) examinations, where 63.0 percent scored a four or above on a scale from one to seven. This reflects an increase in participation from 2007.
Vanguard Program Findings Related to State Compliance, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-02-10
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are &quot;those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment.&quot; These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; forms the basis of program accountability for state-mandated services for G/T students. In HISD, G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. Vanguard Magnet programs (K-12) were designed to serve G/T students, who excelled in general intellectual ability, in combination with creative/productive thinking and/or leadership ability. Vanguard Magnet programs provided a learning continuum that was differentiated in depth, complexity, and pacing in the four core areas (reading/language arts, mathematics, social studies, and science). This evaluation report summarizes the effectiveness of the Vanguard Program during the 2014-2015 school year. Among the key findings are: (1) In 2014-2015, a total of 33,061 students attending 262 elementary, middle, and high schools were identified as G/T for the district's Vanguard Program, reflecting an increase in participation by 155 students when comparing 2013-2014 to 2014-2015; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American, Hispanic, and economically disadvantaged students were underrepresented, while, White and Asian students were overrepresented; (3) For 2015, a total of 11,161 Advanced Placement (AP) exams were taken by 5,065 G/T students and 51.9 percent of the scores were three or higher on a scale of one to five, showing an increase in participation rates (38.7 percent) of 25.4 percentage points from 2007; and (4) For 2015, a total of 11,161 Advanced Placement (AP) exams were taken by 5,065 G/T students and 51.7 percent of the scores were three or higher on a scale of one to five, showing an increase in participation rates of 25.4 percentage points from 2007.
Vanguard Program Findings Related to State Compliance, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-04-17
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are &quot;those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment.&quot; These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; forms the basis of program accountability for state-mandated services for G/T students. In HISD, G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. Vanguard Magnet programs (K-12) were designed to serve G/T students, who excelled in general intellectual ability, in combination with creative/productive thinking and/or leadership ability. Vanguard Magnet programs provided a learning continuum that was differentiated in depth, complexity, and pacing in the four core areas (reading/language arts, mathematics, social studies, and science). This evaluation report summarizes the effectiveness of the Vanguard Program during the 2015-2016 school year. Among the key findings are: (1) In 2015-2016, a total of 32,200 students attending 264 elementary, middle, and high schools participated in the district's Vanguard Program, reflecting 16.1 percent of the district K-12 population, representing a slight decrease from 16.6 percent in 2014-2015; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American, Hispanic, and economically disadvantaged students were underrepresented, while White and Asian students were overrepresented; (3) For 2016, a total of 11,637 Advanced Placement (AP) exams were taken by 5,143 G/T students and 51.4 percent of the scores were three or higher on a scale of one to five, showing an increase in participation rates of 25.6 percentage points from 2007 and (4) For the 2014-2015 school year, a total of 1,772 G/T students or 97.6 percent of the 2015 G/T graduating class took the SAT and 48.1 percent met the TEA standard of 1110 or higher (critical reading or mathematics).
Report of the 2018 NSSME+
Author: Banilower, Eric R.
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Science Teachers,Mathematics Teachers,Teacher Surveys,Science Education,Mathematics Education,Computer Science Education,Teacher Background,Teacher Attitudes,Beliefs,Faculty Development,Decision Making,Educational Objectives,Learning Activities,Educational Resources,Influences,Time on Task,Elementary School Teachers,Secondary School Teachers,Secondary School Curriculum

The Report of 2018 National Survey of Science and Mathematics Education (NSSME+) details the results of a survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed include: teacher backgrounds and beliefs; science, mathematics, and computer science professional development; science, mathematics, and computer science courses; instructional objectives and activities; instructional resources; and factors affecting instruction.
A Review of California&apos;s Final ESSA Plan
Author: Education Trust-West
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Equal Education,Educational Quality,Educational Planning,Statewide Planning,Accountability,Educational Improvement,Academic Achievement,Achievement Gap,Educational Strategies,Access to Education,Educational Objectives,Progress Monitoring

Under the Every Student Succeeds Act (ESSA), every state must develop a plan to provide a quality education to all students, hold schools accountable for how all students achieve, and identify and help schools that are struggling. It matters greatly how California designs its accountability system and supports school improvement. Getting this right means ensuring the most marginalized students in our education system get the opportunities they need to succeed; conversely, missing the mark could allow stubborn opportunity and achievement gaps to persist. In July 2018, the U.S. Department of Education approved California's ESSA plan. Now begins the work of implementing the plan. In this brief we lay out what is in the state's final ESSA plan, what California is doing beyond the plan, and what else California's leaders must do to advance educational equity and excellence. [For the first two briefs in this series, see &quot;The 5 Big Things We Are Looking for in California's ESSA Plan&quot; (ED598142) and &quot;The 5 Things We Were Looking for in California's ESSA Plan - How Did the State Do?&quot; (ED587364).]
Vanguard Program Evaluation, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-01-08
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are &quot;those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment.&quot; These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; forms the basis of program accountability for state-mandated services for G/T students. In HISD, G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. Vanguard Magnet programs (K-12) were designed to serve G/T students, who excelled in general intellectual ability, in combination with creative/productive thinking and/or leadership ability. Vanguard Magnet programs provided a learning continuum that was differentiated in depth, complexity, and pacing in the four core areas (reading/language arts, mathematics, social studies, and science). This evaluation report summarizes the effectiveness of the Vanguard Program during the 2017-2018 school year. Among the key findings are: (1) In 2017-2018, a total of 33,667 students attending 266 elementary, middle, and high schools participated in the district's Vanguard Program, reflecting 16.9 percent of the district K-12 population, representing a slight increase from 16.2 percent in 2016-2017; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American, Hispanic, and economically disadvantaged students were underrepresented, while White and Asian students were overrepresented; (3) For 2018, a total of 12,549 Advanced Placement (AP) exams were taken by 5,546 G/T students and 55.6 percent of the scores were three or higher on a scale of one to five, an increase of 3.1 percentage points from 2017; and (4) In fall 2017, 2,126, or 96.8 percent of eleventh grade G/T students took the PSAT, and a total of 1,881, or 88.5 percent met the Evidence-Based Reading and Writing (ERW) final College and Career Readiness (CCR) Benchmark of 460 or higher and 1,500, or 70.6 percent, met the math final (CCR) Benchmark of 510 or higher.