ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Students&apos; Reliable Integrated Trend Scores (RITS) in the Electronic Child Study Team (eCST) Database. Publication 16.27
Author: Lamb, Lindsay M.
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: School Districts,Elementary School Students,Scores,Educational Trends,Predictor Variables,Secondary Education,School Holding Power,Dropout Prevention,Identification,Screening Tests,Early Intervention,Computation

The purpose of this report is to analyze the stability of students' reliable integrated trend scores (RITS) over time and to determine which elementary school factors predict RITS at the secondary level.
Enrollment from Fall 2015 to Fall 2016: Trends by Grade Level and Student Group. Publication 16.07 RB
Author: Looby, Karen
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: School Districts,Enrollment Trends,Trend Analysis,Student Promotion,Student Mobility,Racial Distribution,Economically Disadvantaged,Transfer Policy,Transfer Students

The report summarizes AISD enrollment trends from Fall 2015 to Fall 2016 by grade level and student group. Also included are updates to the transfer policy.
Equity in Austin Independent School District: District Summary of Equity Work and Action Steps for Improvement. Publication 16.11
Author: Hutchins, Shaun
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: School Districts,Equal Education,Educational Improvement,Program Evaluation,Academic Achievement,Access to Education,Inclusion,Barriers,Suspension,Discipline Policy,Advanced Placement,Advanced Placement Programs,Dual Enrollment,Magnet Schools

This report provides a summary of the district's gap analyses, Equity Self-Assessment Survey results, current research, and district action steps.
Austin Independent School District (AISD) Human Resources Exit Survey 2015-2016: Summary of Principals&apos; Reasons for Leaving. Publication 16.05
Author: Hutchins, Shaun D.
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: School Districts,School Personnel,Labor Turnover,Human Resources,Surveys,Employee Attitudes,Principals,Work Environment,Health,Career Change,Occupational Aspiration,Retirement

AISD conducts an online survey of administrative employees leaving the district. The Human Resources Exit Survey asks four questions about the reasons for leaving. This report describes principals' reasons for leaving in 2015-2016.
What Happened to the K-12 Education Labor Market during COVID? The Acute Need for Better Data Systems. EdWorkingPaper No. 22-544
Author: Bleiberg, Joshua F.
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Labor Market,COVID-19,Pandemics,Databases,Employment Statistics,Data Analysis,Personnel Selection,Faculty Mobility,Educational Policy

The COVID-19 pandemic upended the U.S. education system and the economy in ways that dramatically affected the jobs of K-12 educators. However, data limitations have led to considerable uncertainty and conflicting reports about the nature of staffing challenges in schools. We draw on education employment data from the Bureau of Labor Statistics (BLS) and State Education Agencies (SEA) to describe patterns in K-12 education employment and to highlight the limitations of available data. Data from the BLS suggest overall employment in the K-12 labor market declined by 9.3 percent at the onset of the pandemic and remains well below pre-pandemic levels. SEA data suggest that teachers have not (yet) left the profession in mass as many predicted, but that turnover decreased in the summer of 2020. We explore possible explanations for these patterns including (1) weak hiring through the summer of 2020 and (2) high attrition among K-12 instructional support staff. State vacancy data also suggest that schools are facing substantial challenges filling open positions during the 2021-22 academic year. Our analyses illustrate the imperative to build more timely, detailed, and nationally representative data systems on the K-12 education labor market to better inform policy.
Community Colleges and Careers: Evidence from Nursing School Lotteries. EdWorkingPaper No. 23-799
Author: Grosz, Michel
Date: 2023-06-27
Type: Reports - Research
Subjects: Nursing Education,Community Colleges,Certification,Associate Degrees,College Admission,Selective Admission,Competitive Selection,Admission (School),Career Development

I estimate the effect of attending an associate's degree in nursing program on nursing licensure. I use student-level academic data for all California community college students, matched to public records on all nursing licenses earned in the state. I produce causal estimates using random variation from admissions lotteries at a large nursing program. Enrolling in the program increases the probability of having an active nursing license by 59 percentage points within three years. By seven years the effect is smaller and not statistically significant. I estimate the value of a nursing license as approximately $5,000-$6,000 per year.
Families as Partners Parent Camp: Fall 2016. Publication 16.12
Author: Cornelius, Chelsea
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Parent Education,Elementary Schools,Preschools,Family School Relationship,Social Emotional Learning,Paying for College,Family Literacy,School Community Relationship,Immigration,Special Education,Parent Participation,Parent Attitudes

In Fall 2016, the Families as Partners Initiative, funded by the W.K. Kellogg Foundation, hosted its first parent camp for families of five schools in North Austin. This report describes the camp activities and summarizes the feedback parents provided about their experience.
Enhancing the Quality of Learning through Changes in Students&apos; Approach to Learning
Author: Ali, Md. Asad
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Quality,Educational Change,Constructivism (Learning),Learning Processes,Student Motivation,Learner Engagement,Educational Environment

Learning causes relatively a permanent change in one's behavior. There are multiple paradigms in the theories of learning, the latest theory in this group being Constructivism. This particular theory postulates that a learner himself/herself constructs his/her learning through an active and consistent engagement. This theory also brings the learning process to the center, where the concerned learner's prior experience is used as the base for future learning. Although quality learning is the global agenda in the 21st century, there is still no clear and concise definition. Quality of learning has diverse connotations. Researchers in this area search for it in its process as well as in its product. However, one may say the quality learning process motivates a student to have a deep engagement with the learning task possible through some suitable strategies. Kevin Warburton (2009) identified three main factors that greatly impact a student's motivation, leading to high or low engagement in the learning activity. A conducive learning environment, sophisticated course content, and favorable individual factors could enhance the student's motivation and make him/her have a deep engagement in the learning activity. The product of quality learning is measured by the nature and versatility of the learning outcome. The learning, which is extensive, integrative, and generative, may fulfill the rising demand for quality of learning.
Research-Based State and School District Strategies to Create and Maintain Integrated K-12 Schools
Author: Frankenberg, Erica
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Schools,Equal Education,Evidence Based Practice,School Districts,School Desegregation,Racial Integration,State Action,Educational Policy,Diversity,Educational Strategies

Maintaining racially and economically integrated schools is crucial in fostering an equitable education environment and carries tremendous academic and social benefits for students and the community. Erica Frankenberg, Ed.D., Pennsylvania State and Director of the Center for Education &amp; Civil Rights, provides integration strategies by and for state and local education agencies pursuing integrated K-12 schools.
Grow Your Own Educator Programs -- Special Edition: A Roadmap to a Community-Based, Partnership Approach
Author: Valenzuela, Angela
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Minority Group Teachers,Student Recruitment,School Districts,Kindergarten,Elementary Secondary Education,Equal Education,Culturally Relevant Education,Social Justice,Teaching Methods,Minority Group Students,Urban Schools,Academic Achievement,Achievement Gap,Partnerships in Education,School Community Relationship,Grade 4,Grade 5,Elementary School Students,Educational Finance,Program Development,Administrator Role,After School Programs,College Faculty,Teacher Retirement,Educational Strategies,Teacher Persistence,Faculty Mobility

Grow Your Own (GYO) educator programs are a potential strategy for districts and universities to employ to help recruit and retain teachers of color. When designed within an asset-based framework, they emphasize equitable approaches and critical perspectives that combine the powerful roles of &quot;homegrown&quot; teachers, culturally-relevant curriculum, and social justice pedagogy in addressing achievement and opportunity gaps, especially for the nation's woefully underserved, largely urban, students of color (e.g., Rivkin, Hanushek, &amp; Kain, 2005; Sanders &amp; Rivers, 1996). This special edition on strategies highlights a grow-your-own-educator program involving a community-based partnership with a local school district to carry out the work of a Saturday academy for fourth- and fifth-graders.
The Role and Impact of Technology on Students&apos; Reading
Author: Diallo, Mamadou
Date: 2023-03-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Reading Instruction,Reading Achievement,Student Attitudes,Teacher Attitudes,Parent Attitudes,Assistive Technology,Computer Oriented Programs,Handheld Devices,English (Second Language),Foreign Countries,COVID-19,Pandemics,Language Teachers,Elementary School Students,Reading Processes

Technology is gaining more and more place in our classrooms today, making its investigation more relevant than ever. Therefore, the author of this paper aimed to explore the role and impact of technology on students reading. To do so, the author has examined several aspects related to the use of technology for teaching and learning, including how technology can promote independent learning, communication, collaboration, assist students with learning needs, and certain limits of technology, before conducting research using interviews and observations with 86 participants (students, teachers, and parents). The research focused particularly on what role technologies such as text-to-speech apps, translators, electronic dictionaries, online reading apps and websites, etc., can play on students' reading, how they can impact students reading, and how they are perceived by students, teachers, and parents. At the end, the author provides some suggestions to consider for an effective use of these technologies.
Austin Independent School District (AISD) Human Resources Exit Survey 2015-2016: Summary of Teachers&apos; Reasons for Leaving. Publication 16.04
Author: Hutchins, Shaun D.
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: School Districts,Labor Turnover,Elementary School Teachers,Middle School Teachers,High School Teachers,Teaching Conditions,Teacher Salaries,Teacher Attitudes,Teacher Persistence,Faculty Mobility

AISD conducts an online survey of professional employees leaving the district. The Human Resources Exit Survey asks four questions about the reasons for leaving. This report describes teachers' reasons for leaving in 2015-2016.
Austin Independent School District (AISD) Human Resources Exit Survey 2015-2016: Summary of Campus-Based Non-Teaching Professionals&apos; Reasons for Leaving. Publication 16.06
Author: Hutchins, Shaun D.
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: School Districts,School Personnel,Labor Turnover,Elementary Schools,Middle Schools,High Schools,Geographic Location,Stress Variables,Family (Sociological Unit),Responsibility,Work Environment,Salaries,Occupations,Attitudes,Family Work Relationship

AISD conducts an online survey of professional employees leaving the district. The Human Resources Exit Survey asks four questions about the reasons for leaving. This report describes non-teaching professionals' reasons for leaving in 2015-2016.
Students of International High School: Enrollment and Language Proficiency over Time. Publication 16.14
Author: Cornelius, Chelsea
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: International Schools,High School Students,School Districts,Longitudinal Studies,Enrollment Trends,English (Second Language),Second Language Learning,Language Proficiency,Second Language Instruction,Immigrants,High School Graduates,Trend Analysis,Student Mobility,Dropouts,Home Schooling,Charter Schools

This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among AISD International High School students.
Has School Climate in AISD Changed over Time since the Implementation of the Learning Support Centers? Publication 16.15
Author: Hutchins, Shaun
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Educational Environment,School Districts,Discipline,Student Behavior,Behavior Problems,Student Needs,Elementary School Students,Middle School Students,High School Students,Elementary Schools,Middle Schools,High Schools,Behavior Change,Student Attitudes,Interpersonal Relationship,Administrator Role,Teacher Role,School Personnel,Attitudes,Role,Social Emotional Learning

This report summarizes changes in student discretionary discipline removals from AISD schools and changes in staff's climate survey results as well as student's climate survey results from 2011-2012 through 2015-2016, with a focus on when learning support centers (LSCs) were implemented in 2012-2013.
Social and Emotional Learning (SEL): An Examination of Model SEL Schools. Publication 15.80
Author: Lamb, Lindsay M.
Date: 2017-04-00
Type: Reports - Research
Subjects: Social Emotional Learning,Institutional Characteristics,Models,Elementary Schools,Middle Schools,High Schools,Student Characteristics,Economically Disadvantaged,Attendance,Discipline,Students with Disabilities,English Language Learners,Special Education,Student Development,Interpersonal Relationship,Student Behavior,Student Attitudes,Educational Environment,Educational Administration,Administrator Role,Professional Development,Community Involvement,Program Effectiveness,School Personnel,Attitudes,Academic Achievement

This report describes characteristics of the 11 model SEL schools in AISD and compares them to nonmodel SEL schools.
SAS® Educational Value-Added Assessment System (EVAAS®) Scores for Austin Independent School District, 2015. Publication Number 15.81
Author: Schmitt, Lisa
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Mathematics Achievement,Reading Achievement,Language Arts,Value Added Models,Longitudinal Studies,Educational Trends,Academic Standards,Computation,Scores,Growth Models

This report provides an overview of the process used to derive a school's growth level and summarizes 2015 math and reading/ELA growth levels for all AISD elementary, middle and high schools. Additionally, longitudinal data are provided for each school level.
2016 ACT Test Results Summary. Austin Independent School District 2015-2016. Publication 16.03 RB
Author: Looby, Karen
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: School Districts,Test Results,Scores,College Entrance Examinations,English Instruction,Mathematics Achievement,Science Achievement,Reading Achievement,Asian American Students,African American Students,Hispanic American Students,White Students,Multiracial Persons,College Readiness,Racial Differences,High School Students

The report brief describes district-level ACT test results for AISD students in the 2015-2016 school year.
Learning English by Kindergarten Children in Saudi Arabia: A Mothers&apos; Perspective
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Mothers,Parent Attitudes,Preschool Education,Early Childhood Education,Age Differences,Language Usage,Family Environment,Second Language Instruction,Arabic,Language Acquisition,Academic Achievement,Misconceptions,Language Skills,Native Language

In an era where the English language has become dominant in all fields and is the prevailing language worldwide, many Arab parents and intellectuals are wondering about the optimal age to start teaching their children English. Should they speak to their children in English at an early age? Should they enrol their children in a pre-school that teaches English only? What is the effect of teaching English to children in kindergarten on their learning of Arabic and their academic achievement in later stages? This study aimed to survey the opinions of a sample of mothers regarding the teaching of English to young children. The results of interviews with a sample of 300 mothers representing all segments of society showed that 70% of the mothers believe that the best age to teach children English is between four and five years old. 70% prefer to enrol their children in a kindergarten that teaches English, and 50% prefer to use a mix of English and Arabic languages when speaking with their children at home. About 70% believe that teaching English to children at an early age has no negative effect on their learning of Arabic simultaneously and has a positive effect on their academic achievement in later stages of education. The study also revealed some misconceptions among mothers about the optimal age for learning English, the effect of learning English on young children's Arabic language skills and academic achievement, and that the reason weakness of junior and senior high school students in English is due to not studying English at an early age. The researcher reviewed the results of previous studies on children and first and second language acquisition in several countries around the world acquiring a second foreign language alongside their mother tongue, the impact of learning a second language on their learning and acquisition of their mother tongue, academic achievement, and factors that lead to successful foreign language learning.
Sibling Spillovers May Enhance the Efficacy of Targeted School Policies. EdWorkingPaper No. 23-801
Author: Figlio, David
Date: 2023-06-00
Type: Reports - Research
Subjects: Grade 3,Grade Repetition,Educational Policy,Siblings,State Policy,Reading Achievement,State Standards,Gender Differences,Students with Disabilities,Immigrants,Student Characteristics,Teacher Characteristics,Public Schools,Probability,Elementary School Students,Effect Size,Low Achievement,Parents

Public policies often target individuals but within-family externalities of such interventions are understudied. Using a regression discontinuity design, we document how a third grade retention policy affects both the target children and their younger siblings. The policy improves test scores of both children while the spillover is up to 30% of the target child effect size. The effects are particularly pronounced in families where one of the children is disabled, for boys, and in immigrant families. Candidate mechanisms include improved classroom inputs and parental school choice.
Grow Your Own Educator Programs--A Review of the Literature with an Emphasis on Equity-Based Approaches. Summary of IDRA EAC-South Literature Review
Author: Valenzuela, Angela
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Literature Reviews,Equal Education,Teacher Education Programs,Teacher Recruitment,Teacher Persistence,Minority Group Teachers

Grow Your Own (GYO) teacher programs help address teacher shortages, retention issues and teacher diversity by engaging in a variety of strategies that aim to recruit teachers from local communities in hopes that the pool of candidates will increase in diversity and will be more likely to stay teaching in the community. This is a summary of a literature review that provides an overview of the research on GYO educator programs as a potential strategy for states and district to employ to help recruit and retain teachers of color. It emphasizes equitable approaches and critical perspectives that combine the powerful roles of &quot;homegrown&quot; teachers, culturally-relevant curriculum, and social justice pedagogy in addressing the achievement and opportunity gaps, especially for the nation's woefully underserved, largely urban schools serving students of color (e.g., Rivkin, Hanushek, &amp; Kain, 2005; Sanders &amp; Rivers, 1996). A growing body of scholarship underscores the value of recruiting people from communities that could successfully transition as teachers to the very communities from which they emanate (Fenwick, 2001; Gist, Bianco, &amp; Lynn, in press; Skinner, Garreton, &amp; Schultz, 2011; Valenzuela, 2016). [For &quot;Grow Your Own Educator Programs: A Review of the Literature with an Emphasis on Equity-Based Approaches. Literature Review,&quot; see ED582731.]
Increasing Equity in Education through Stage-Based Implementation of Universal Design for Learning in a Multi-Tiered System of Support: How Can Educators Make Sense of All the System Design Frameworks They Encounter in the Field?
Author: Courchaine, Tara
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Equal Education,Access to Education,Multi Tiered Systems of Support,Educational Change,Design,Program Implementation,Systems Approach,Outcomes of Education,Instructional Design,Decision Making,Inquiry

This brief explains how four important system design initiatives frequently promoted by state and local education agencies for school improvement can be implemented through an intentional systematic approach for a powerful, positive impact on student outcomes. As technical assistance providers with expertise in four specific frameworks for educational system design, and with great appreciation for one another, the contributors suggest how a coordinated Stage-based Implementation process with embedded, systems level critical Equity Inquiries at every stage can enable schools to establish Universal Design for Learning (UDL) principles and guidelines within a Multi-Tiered System of Support (MTSS) for a designed experience in instructional decision making.
K-12 Basic Education Compensation Advisory Committee. Report to the Legislature
Author: Kelly, T. J.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teacher Salaries,Advisory Committees,Educational Legislation,State Legislation,Teacher Recruitment,Teacher Persistence,Minority Group Teachers,Bilingual Teachers,Compensation (Remuneration)

The 2021 Legislature tasked the Office of Superintendent of Public Instruction (OSPI) with convening a workgroup to develop recommendations to support recruiting and retaining a multicultural and multilingual educator workforce with state salary allocations that are competitive and reflective of current economic conditions. The K-12 Basic Education Compensation Advisory Committee met from November 2021 through September 2022 and provided their final recommendations to the Superintendent of Public Instruction as required by state law. The Superintendent then streamlined those recommendations into a more targeted budget request. This report includes OSPI's targeted recommendations, as well as the Committee's comprehensive recommendations.