ethanporcaro/eric-fulltext-meta huggingface dataset:
Texas Public School Attrition Study, 2011-12. IDRA Report
Author: Johnson, Roy L.
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Trend Analysis,Educational Trends,Prediction,Graduation Rate,Dropouts,Dropout Rate,College Readiness,Enrollment Trends,Racial Differences,Student Attrition,Regression (Statistics),Statistical Data,Public Schools

This document contains 3 statistical reports. The first report, &quot;Attrition Rate Decline Seems Promising--Though High Schools are Still Losing One in Four Students&quot; (by Roy L. Johnson), presents results of long-term trend assessments of attrition data in Texas public high schools. The second report, &quot;Slow Declining Pace Keeps Zero Attrition Date at 2037&quot; (by Felix Montes), uses linear regression models to predict when the state is likely to reach universal high school education. The third report,  
&quot;Texas School Completion and Dropout Data, 2010-11 State Report&quot; ( by Roy L. Johnson), contains statistical data on the Texas national dropout rates throughout the years. (Individual reports contain statistics, charts, and resources.)
Barriers and Opportunities: Helping Smaller Immigrant Communities Access the Illinois Preschool for All Program. Summary Findings from Three Studies
Author: Adams, Gina
Date: 2012-10-05
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Access to Education,Educational Opportunities,Immigrants,Outreach Programs,Focus Groups,Participation,Educational Assessment,Educational Indicators,Incidence,Community Organizations,Change Strategies,Cultural Influences,State Programs,Performance Factors,Polish,Vietnamese,Haitians,Parents,Interviews

State prekindergarten initiatives can only succeed if they actually reach at-risk children. This brief summarizes findings from three studies conducted by the Urban Institute. Two studies supported by the McCormick and Joyce Foundations focused on whether smaller immigrant communities in metro Chicago face access barriers to enrolling their children in Preschool for All (PFA); and a follow-up study supported by the McCormick Foundation examined whether community-based organizations providing non-early childhood services to these communities could help address these barriers. these studies involved focus groups with Pakistani, Nigerian, Vietnamese, Polish, and Haitian families, and interviews with PFA providers and intermediary community-based organizations (CBOs) serving immigrant families. Some of the key findings were: (1) within and across these five groups, there was wide variation across every dimension--including race/ethnicity, language, length of time in the country, family composition, population size, parental work status, and other key characteristics; (2) parents varied widely in their knowledge about PFA or early childhood programs, though many parents were not familiar with the program. PFA programs reported little outreach to smaller immigrant groups; (3) parents valued early care and education to varying degrees--some strongly supporting it and others less familiar with it; and (4) parent's experiences and challenges differed depending on whether their children were enrolled in school-based settings or in community-based settings. These studies suggest that families from lower-incidence immigrant groups face barriers in learning about and accessing PFA services. The findings also suggest that trusted intermediaries, such as community-based organizations serving smaller immigrant groups, can play a valuable role in supporting participation. (Contains 1 footnote.)
Iowa Department of Education Guidance Document. Response to Intervention
Author: Iowa Department of Education
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Decision Making,Data,Program Implementation,Progress Monitoring,Academic Achievement,Evidence,Reading Instruction,Mathematics Instruction

The purpose of this document is to provide an overview of Response to Intervention (RtI), including essential components. Iowa's RtI document is designed to provide the state with common language and understanding of RtI, why RtI is important for improving student results, general timelines for implementation and answers to Frequently Asked Questions (FAQs). A glossary of terms and a list of recommended resources are also provided. (Contains 1 figure.)
Untapped Potential: Partnering with Community-Based Organizations to Support Participation of Lower-Incidence Immigrant Communities in the Illinois Preschool for All Initiative
Author: Adams, Gina
Date: 2012-00-00
Type: Reports - Research
Subjects: School Community Relationship,Outreach Programs,Preschool Education,Access to Education,Change Strategies,Barriers,Incidence,Community Organizations,Focus Groups,Early Childhood Education,Participation,Institutional Role,Immigrants,Partnerships in Education,Community Involvement,Best Practices,Haitians,Vietnamese,Polish,Parents

Smaller immigrant communities can face barriers to participating in prekindergarten programs, in particular lack of knowledge about the program, language barriers and enrollment logistics. Community-based organizations working with these communities can support outreach efforts and play a role in overcoming all of these barriers. This study presents findings from focus groups of a number of community-based organizations working with smaller immigrant populations in the Chicago metro area, and identifies a number of strategies that could be employed to support prekindergarten participation among immigrant families. The appendix contains &quot;The Immigrant Family Resource Program (IFRP) of the Illinois Coalition for Immigrant and Refugee Rights (ICIRR)&quot;. (Contains 1 table and 4 endnotes.)
Parent Engagement in Education: Minneapolis Public Schools. Communiversity--CMV Report No. 023
Author: Shkolnik, Anna
Date: 2010-01-00
Type: Tests/Questionnaires
Subjects: Public Schools,Parent Participation,Parent Surveys,Focus Groups,Grandparents,Parents,Grandparents Raising Grandchildren,Data Analysis,Feedback (Response),Parenting Styles,Family Environment,Family School Relationship,Urban Areas,Urban Schools

The ?goals ?of ?this ?research? study ?were ?to ?collect ?data ?from ?previous? surveys to ?frame ?and ?define ?the ?concept ?of &quot;parent ?engagement,&quot; ?to ?gather ?information ?about the ?barriers ?that ?parents ?face ?in ?engaging ?with ?their ?children's ?education, ?and ?to? determine ?ways ?to ?increase ?parent ?engagement.??This ?information ?will ?help The Minneapolis ?Parent? Information ?Center (?MPIC) ?to better ?design ?programming ?to ?engage, ?recruit, ?and ?motivate ?parent ?participation within ?the ?Minneapolis ?Public ?School ?system. Data ?collection ?consisted ?of ?administering ?a ?written ?survey ?to ?parents ?and? grandparents ?of ?children ?enrolled ?or ?previously? enrolled ?in ?the?Minneapolis ?Public School ?system. ??An ?hour-long? focus ?group ?was? also ?conducted ?with ?a ?group ?of grandparents ?that ?are ?raising ?their ?grandchildren ?who ?meet ?at ?MPIC? regularly. ??Data analysis ?of ?the ?written ?survey? consisted ?of ?computing ?percentages ?for ?responses? chosen ?by ?the ?participants.??The ?focus ?group ?discussion ?was ?carefully? recorded ?and responses ?were ?coded ?in ?order ?to ?illuminate significant ?themes. ???Analysis ?showed ?that ?parents ?and? grandparents ?believe ?parent ?engagement ?is important ?and ?can? make ?a ?difference ?in ?their ?child's ?education. Based ?on ?the ?findings ?from? the ?written ?survey ?and ?feedback ?from? participants?
in ?the ?focus ?group ?discussion, ?the ?task ?of ?increasing ?parent? engagement ?includes supporting ?and ?encouraging ?positive? parenting, ?creating ?at ?home ?learning environments ?and ?open, ?consistent, ?strong ?communication ?between ?schools ?and?
families. Appended are: (1) MPIC Survey; and (2) Focus Group Questions. [This report was prepared in partnership with the Minneapolis Parent Information Center.]
The Annual Condition of Education Report, 2011
Author: Iowa Department of Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Assessment,Educational Indicators,Annual Reports,State Surveys,Statistical Data,Population Trends,Demography,Student Diversity,Teacher Salaries,Teacher Characteristics,Student Characteristics,Academic Achievement,Audits (Verification),Educational Finance,Enrollment Trends,Special Needs Students,Early Childhood Education,Teacher Student Ratio,Teaching Assistants,Teacher Aides,School Taxes,Income,Expenditures,Educational Resources,Special Education,Readiness,Educational Environment,Dropout Rate,Graduation Rate,Student Placement,Educational Technology,Class Size,Graduation Requirements,Administrator Characteristics,Salary Wage Differentials,College Bound Students,Racial Distribution,English Language Learners,Migrant Children,Attendance Patterns,Counselor Characteristics,Media Specialists,Individual Characteristics,School Nurses,Achievement Tests,School Readiness,School Safety,Achievement Gains

The Annual Condition of Education Report provides a wide range of state-level data, including shifts in student populations and demographics, teacher salaries and characteristics, student achievement results, and school financial information. A few examples of the categories presented in this 22nd edition report include: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. (Contains 164 tables and 151 figures.)
State Uses of Accreditation: Results of a Fifty-State Inventory. CHEA Occasional Paper
Author: Ewell, Peter
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Government Role,Student Financial Aid,Transfer Policy,Certification,Educational Finance

The role of nongovernmental accreditation is central as each of the states carries out its responsibilities with regard to establishing and maintaining higher education institutions within its borders. However, there has been little study of this role, in part due to the range of activity that needs to be considered in dealing with fifty individual states and in part related to the complexity of each state government. This review examines the connection between states and accreditation and accreditation's role as states authorize institutions to operate. It also briefly examines the role of accreditation as states (1) determine the availability of state student financial assistance, (2) develop and implement transfer of credit policies, and (3) make decisions with regard to licensure of individuals. An appendix that contains information for each state follows the review. (Contains 5 tables and 8 footnotes.)
Variation in 2010-11 Truancy Rates among District of Columbia Public Schools (DCPS) High Schools and Middle Schools
Author: Liberman, Akiva
Date: 2012-11-00
Type: Numerical/Quantitative Data
Subjects: Truancy,Risk,Attendance Patterns,Crime,Neighborhoods,School Location,Poverty Areas,Violence,Grade 8,Middle School Students,High Schools,High School Students,Correlation,Statistical Data,Magnet Schools

Truancy is well documented as an indicator of high risk for drop-out and failure to graduate, as well as a risk factor for delinquency. This report provides a snapshot of truancy in District of Columbia Public Schools (DCPS) high schools and middle schools in 2010-11. School data on student absenteeism was combined with Census and crime data on school neighborhoods and students’ residential neighborhoods. In the 2010-2011 school year, 2,500 high school students were chronically truant in District of Columbia Public Schools; at four schools over half of the students were chronically truant. High school truancy rates were moderately related to poverty and crime in students' residential neighborhoods and to violence near school. But the absenteeism of students in eighth grade was the strongest predictor of high school truancy rates. Focusing on middle school attendance issues may therefore be the most effective means of lowering high school truancy rates. Appended are detailed middle school neighborhood tables. (Contains 13 exhibits and 9 footnotes.) [This report was produced by the District of Columbia Crime Policy Institute, part of the Urban Institute. This project was supported by a grant awarded by the Justice Grants Administration, Executive Office of the Mayor, District of Columbia. The funding for this grant was provided through the Byrne Justice Assistance Act Grant Program, through the American Recovery and Reinvestment Act, by the Bureau of Justice Assistance.]
Housing and Schools: Working Together to Reduce the Negative Effects of Student Mobility. &quot;A Summary from the Washington, D.C.,and Baltimore Region Roundtables.&quot; Perspectives on Low Income Working Families. Urban Institute Brief 26
Author: Comey, Jennifer
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Student Mobility,Economic Climate,Low Income Groups,Housing,Homeless People,Agency Cooperation,Cooperative Planning,School Districts,Public Agencies

How has the recession and its resulting family instability impacted children’s residential and school mobility? Officials from housing, homeless, and school programs discussed the full spectrum of residential mobility in two recent Urban Institute roundtables: from chronic mobility, eviction, and foreclosure to doubled-up households and homelessness. Attendees explored programs and policies to reduce residential and student mobility, as well as brainstormed new ways for different organizations to work together. The discussion centered on examples of school districts, government agencies, and nonprofit housing counseling agencies working together to mitigate the negative effects of mobility. (Contains 3 notes.)
Interim Evaluation of the Pilot Program of the Truancy Case Management Partnership Intervention in the District of Columbia
Author: Liberman, Akiva
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Truancy,Pilot Projects,Social Services,Program Effectiveness,Program Evaluation,Program Implementation,Intervention,High School Students,Grade 9,Agency Cooperation

The Case Management Partnership Initiative (CMPI) addresses chronic truancy by linking truant ninth graders and their families to social services and case management, along with regular interagency case management meetings. A pilot was conducted at Anacostia and Ballou High Schools in 2011-2012. The implementation evaluation found that the pilot program successfully implemented an interagency partnership and linked families to needed services, which likely improved family well-being. Whether this impacted truancy is not yet known. To reduce chronic truancy, the CMPI is a promising platform for additional program experimentation, including possible modifications to timing, eligibility criteria, and program components. This interim report is focused on implementation of the program; the final report will also examine the attendance outcomes of program participants. Key findings indicate both significant implementation successes as well as challenges for the program to significantly reduce truancy rates. Key implementation findings include: (1) The CMPI interagency partnership has been effective in creating the service linkage intended for the students and families participating; (2) The linkage model seems to be working as intended to link the families of chronic truants with services through the existing stream of community referrals to the Far Southeast Family Strengthening Collaborative (FSFSC); (3) The families that are participating have substantial need, validating the strategy of linking them to available services; and (4) Family well-being is likely to show the same improvements that can be expected for other community cases referred to FSFSC. (Contains 1 table, 1 figure, and 1 footnote.) [This report was produced by the District of Columbia Crime Policy Institute, part of the Urban Institute. This project was supported by a grant awarded by the Justice Grants Administration, Executive Office of the Mayor, District of Columbia. The funding for this grant was provided through the Byrne Justice Assistance Act Grant Program, through the American Recovery and Reinvestment Act, by the Bureau of Justice Assistance.]
Truancy Rates and Truancy Reduction in the District of Columbia. Testimony before the Committee of the Whole and the Committee of the Judiciary of the Council of the District of Columbia
Author: Liberman, Akiva
Date: 2012-11-08
Type: Reports - Descriptive
Subjects: Truancy,High School Students,High Schools,Courts,Pilot Projects,Program Effectiveness,Program Implementation,Urban Schools,Middle Schools,Grade 9,Grade 8

High rates of truancy at some DC schools are receiving considerable attention. The Family Court cannot realistically be a primary response to the chronic truancy of thousands of chronically truant high-school students, Senior Fellow Akiva Liberman of the Justice Policy Center told the City Council. Liberman commented that family-based interventions for 9th graders may be necessary but insufficient to reduce truancy without simultaneously improving the attendance norms at high-truancy schools. Reducing absenteeism before high school may be the most effective way to reduce high school truancy.
Access to the Illinois Preschool for All Initiative: Insights from Five Lower-Incidence Immigrant Groups In Northern Cook County
Author: Adams, Gina
Date: 2012-00-00
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Immigrants,Barriers,Asian Americans,Haitians,Focus Groups,Parents,Interviews,Nursery Schools,English (Second Language),Second Languages,Transportation,Enrollment Trends,Cultural Awareness,Role of Religion,Parent Attitudes,Government Role,Cultural Influences,Culturally Relevant Education,Polish,Vietnamese

A key measure of success of state prekindergarten initiatives is their ability to reach and serve children who are likely to face challenges in school. This study adds to our understanding of the challenges faced by immigrant children and families in Chicago, Illinois, by focusing on the extent to which families from smaller immigrant communities--particularly Pakistani, Nigerian, Vietnamese, Polish, and Haitian families--face barriers in accessing the Illinois prekindergarten program. Based on focus groups with parents and interviews with prekindergarten providers, this study finds a number of barriers, including lack of knowledge, language barriers, and logistical challenges around enrollment. The &quot;Study Methodology&quot; is appended. (Contains 14 endnotes.)
Bringing Promise to Washington, DC. The DC Promise Neighborhood Initiative. Program on Neighborhoods and Youth Development
Author: Comey, Jennifer
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,School Readiness,Neighborhood Improvement,Neighborhoods,Poverty,Disadvantaged Youth,Urban Schools,School Community Relationship,Community Involvement,Minority Group Students,English (Second Language),Reading Skills,Mathematics Skills,Low Achievement,Charter Schools,Public Schools,Program Development,Institutional Cooperation,Leadership Responsibility,Educational Administration,Grants,Federal Programs

The U.S. Department of Education's Promise Neighborhood Initiative (DCPNI) is one of the Obama administration's major antipoverty initiatives and a core strategy of the White House's Neighborhood Revitalization Initiative. It is intended to improve educational outcomes by creating a continuum of school readiness, academic services, and family and community support for children from early childhood through college. The DC Promise Neighborhood Initiative (DCPNI) received one of the U.S. Department of Education's 21 Promise Neighborhood planning grants in October 2010. This policy brief summarizes DCPNI's planning year and how DCPNI intends to improve the educational outcomes of youth in the years to come. (Contains 1 table, 1 figure, 1 map, and 6 notes.)
Evaluation of the Pilot Program of the Truancy Case Management Partnership Initiative in the District of Columbia, 2011-12
Author: Liberman, Akiva
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Truancy,Prevention,Grade 9,Program Implementation,Program Effectiveness,Program Evaluation,Social Services,Meetings,Eligibility,Caseworker Approach,Recruitment,Urban Education,Pilot Projects,Caseworkers

This evaluation of the Case Management Partnership Initiative (CPMI) found that the program successfully linked high-need families with services designed to prevent truancy. The truancy prevention program, implemented at Anacostia and Ballou High Schools in 2011-2012, links chronically truant ninth graders and their families to social services and case management, and includes weekly interagency case management meetings. While the evaluation found that the program was implemented as intended, it is unclear whether the program's efforts impacted truancy among participants. Nonetheless, CMPI remains a promising platform for additional program experimentation, including possible modifications to timing, eligibility criteria, and program components. (Contains 6 tables, 2 figures, and 5 footnotes.) [This report was produced by the District of Columbia Crime Policy Institute, part of the Urban Institute. This project was supported by a grant awarded by the Justice Grants Administration, Executive Office of the Mayor, District of Columbia. The funding for this grant was provided through the Byrne Justice Assistance Act Grant Program, through the American Recovery and Reinvestment Act, by the Bureau of Justice Assistance.]