ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Honors Contracts: Insights and Oversights. National Collegiate Honors Council Monograph Series
Author: Miller, Kristine A., Ed.
Date: 2020-00-00
Type: Books
Subjects: Honors Curriculum,Experiential Learning,Contracts,Partnerships in Education,Higher Education,Student Empowerment,Personal Autonomy,Educational Quality,Educational Experience,Information Technology

This book asks an overdue question: can we build honors contracts that transcend the transactional? The word &quot;contract&quot; itself--as both noun and verb--delimits more possibilities than it reveals. The chapters collected here expand this restrictive term by reframing honors contracts as collaborative partnerships for experiential learning. While most, though not all, of the volume's contributors accept standard definitions of honors contracts as &quot;[e]nriched options within regular [non-honors] courses,&quot; they also imagine many and varied possibilities for such enrichment (Schuman 33). The pedagogical conversation surrounding contracts has to date been more practical than inspirational, perhaps because many institutions have framed honors contracts as necessary stopgaps--rather than pedagogical catalysts--within the honors curriculum.
Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents
Author: Nisar, Hiren
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Elementary School Teachers,Special Education,Students with Disabilities,At Risk Students,Social Development,Emotional Development,Student Behavior,Behavior Change,Behavior Problems,Academic Achievement,Standards,Evidence Based Practice,Educational Environment,Prosocial Behavior,Intervention,Outcomes of Education,Classroom Techniques,Teaching Methods,Discipline,Prevention,Decision Making,Outcome Measures,Problem Solving,Stakeholders,Instructional Effectiveness,Fidelity,Program Implementation,Coaching (Performance),Guides,Educational Practices

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert panel and informed by a review of evidence using What Works Clearinghouse (WWC) evidence standards, these practice recommendations for educators draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as having disabilities or who are at risk of identification for special education services. Moreover, these recommendations are based on research on promising interventions that show evidence of improved outcomes for student behavior, educator classroom management, and school environment. The panel offers elementary educators, administrators, qualified related service providers, and qualified school-based mental health practitioners the following five specific recommendations for prevention-focused practices that promote prosocial student behavior and related outcomes: (1) Implement School-Wide Procedures for Defining, Teaching, and Acknowledging a Small Set (e.g., 3-5) of Positive Behavioral Expectations; (2) Implement School-Wide Procedures to Ensure that Consequences for Problem Behavior (a) Prevent Escalation, (b) Interrupt and/or Redirect Problem Behavior to Expected Behavior, and (c) Minimize Inadvertently Rewarding Problem Behavior; (3) Use Coaching to Support Implementation of Evidence-Based Instructional and Classroom Management Strategies; (4) Collect, Summarize, and Use Fidelity and Student Outcome Data at All Levels for Iterative Decision-Making and Problem-Solving by Stakeholders; and (5) Implement the Organizational Systems Needed to Support the Initial Adoption and Sustained Use of Effective Practices with High Fidelity. [For &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Systematic Review Protocol. Version 3.0. Revised,&quot; see ED617406. For &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Introduction to Recommendations,&quot; see ED617820.]
Sharing Study Data: A Guide for Education Researchers. Toolkit. NCEE 2022-004
Author: Neild, Ruth Curran
Date: 2022-03-00
Type: Guides - Non-Classroom
Subjects: Educational Research,Access to Information,Information Dissemination,Disclosure,Risk Management,Confidentiality,Information Management,Documentation,Check Lists

Open science envisions that researchers will make their study data available to other investigators to facilitate research transparency and accelerate the development of knowledge. This guide describes key issues that education researchers should consider when deciding which study data to share, how to organize the data, what documentation to include, and where to share their final dataset. The guide also provides strategies for addressing related challenges and includes links to other resources, a checklist aligned to each section, and appendices that contain templates and samples.
Educational Program and Practice: An Analysis of Quality Area 1 of the National Quality Standard. Occasional Paper 1
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Quality,National Standards,Child Care,Early Childhood Education,Child Development,Educational Needs,Public Agencies,Teacher Workshops,Faculty Development,Futures (of Society),Socioeconomic Status,Rural Areas,Child Health,Child Safety,Program Evaluation,Physical Environment,Program Administration,Educational Practices,Partnerships in Education,Foreign Countries

This occasional paper is the first in a series on the National Quality Framework (NQF). This paper offers detailed insights into education and care service quality ratings for Quality Area 1 -- Educational Program and Practice, which focuses on ensuring that educational program and practice is stimulating and engaging, enhances children's learning and development, and meets children's individual learning and development needs. Australian Children's Education and Care Quality Authority (ACECQA) has chosen to focus this first occasional paper on Quality Area 1 because of its vital contribution to child outcomes and because the evidence indicates that services are less likely to meet the National Quality Standard (NQS) in this Area. Additionally, the paper is timely given ACECQA's work in period 2014/15 with Regulatory Authorities and Professional Support Coordinators to deliver national workshops to educators to help them better understand and meet the requirements of Quality Area 1. The paper provides a brief overview of the NQS, its rating system, quality areas and overall ratings to date. It then examines Quality Area 1 looking at differences across jurisdictions, management types, service sub-types, and socioeconomic and remoteness classifications. The paper culminates by examining patterns in the distribution of Quality Area 1 ratings and discusses possible explanations for these variations, as well as implications of the report findings and future directions. The paper is intended to be of interest to people who deliver education and care services, people who provide training and professional development services to the sector, and to officers in the Regulatory Authorities that conduct quality rating. Unless otherwise stated, the paper draws on data from the National Quality Agenda Information Technology System (NQA ITS) as at 31 December 2015.
Children&apos;s Health and Safety: An Analysis of Quality Area 2 of the National Quality Standard. Occasional Paper 2
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Child Health,Child Safety,Well Being,Child Care Centers,Educational Quality,Classification,Emergency Programs,Socioeconomic Status,Rural Areas,Compliance (Legal),National Organizations,Early Childhood Education,Law Enforcement,Child Development,Foreign Countries,National Standards

ACECQA has published the second in its series of occasional papers, analysing one of the most challenging quality areas -- Children's Health and Safety. Quality Area 2 addresses one of the primary objectives of the National Quality Framework -- to ensure the health, safety and wellbeing of children attending education and care services. The paper examines performance across service types, socio economic and remoteness classifications, jurisdictions and management types. It also breaks down Quality Area 2 and highlights that standard 2.3 (each child is protected) and element 2.3.3 (incident and emergency planning) are the most challenging aspects of the Quality Area. One of the findings from the analysis is that services in remote and very remote areas may benefit from more support to understand and comply with the requirements of Quality Area 2. The paper also summarises recent state, territory and Commonwealth initiatives around child safe organisations, as well as some examples of the types of compliance and enforcement action that state and territory regulatory authorities have taken relating to children's health and safety.
The Relationship between School-Year Mobility and School Performance in the Houston Area
Author: Gill, Patrick
Date: 2021-12-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Accountability,School Effectiveness,Elementary Schools,Middle Schools,High Schools,Academic Achievement

Student mobility -- that is, students changing schools -- can be detrimental for the academic outcomes of mobile students. Students who change schools tend to experience lower test scores than their nonmobile peers, be at higher risk of getting retained a grade, and have higher drop-out rates. Student mobility may not only affect the academic achievement of the students who change schools, but also have implications for entire schools, especially when they are rated on student outcomes in state accountability systems. This brief examines school-year mobility rates and what they mean for schools, specifically: (1) were changes in school-year mobility rates associated with changes in school accountability performance?; and (2) how much did school-year mobility rates change from one year to the next at individual schools? To answer these research questions, Public Education Information Management Systems (PEIMS) data were used to identify school-year mobility and calculate a mobility rate for schools in 10 school districts around the Houston area. The study found that the higher the school-year mobility rate at a school, the lower its accountability performance. This association was largest in high schools, where school-year mobility rates fluctuated yearly, but was seen in elementary and middle schools as well. Implications for schools in the Houston area are discussed.
Data for Equity: Closing Racial and Economic Gaps through a Federal-State Partnership
Author: Wong, Nancy
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Federal State Relationship,Educational Finance,Financial Support,Data Use,Equal Education,Postsecondary Education,Educational Indicators

Racial and economic equity gaps persist in access to college, degree attainment, and employment outcomes despite attempts to close them over multiple decades, and systemic barriers make it more difficult for BIPOC [Black, Indigenous, People of Color] students and students from low-income backgrounds to not only complete their degree but receive the same returns on those degrees as their White and higher-income peers. As policymakers look to build a new federal-state partnership to restore and maintain funding for public colleges, the federal government, states, and institutional leaders must prioritize closing these equity gaps in postsecondary education. The federal government should include funds for states to assess equity gaps in resources and student outcomes and develop strategies to combat them using available federal and state data to identify and target resources where they are most needed. However, the data are limited and vary by state. Improvements to data are essential for policymakers to better understand and more effectively address these longstanding inequities. A new report from the Institute for College Access &amp; Success (TICAS) provides an in-depth overview of federal and state postsecondary data collection, highlights current legislation that could fill existing equity gaps, and makes policy recommendations for federal and state data collection, which includes the creation of equity dashboards to analyze trends, individual institution data, and program outcomes to provide actionable information to guide state policies that improve equity in postsecondary education. [This report was written with key support from Jessica Thompson, J. Oliver Schak, Michele Streeter, and Kate Tromble.]
Evaluating the Role of Campus Child Care in Student Parent Success: Challenges and Opportunities for Rigorous Study. IWPR #C506
Author: Reichlin Cruse, Lindsey
Date: 2021-10-00
Type: Reports - Research
Subjects: Child Care,College Students,Parents,Student Personnel Services,Child Care Centers,Graduation Rate,Academic Persistence,Administrators,COVID-19,Pandemics,Data Collection

The COVID-19 pandemic brought the care crisis in the United States to the fore. Unprecedented closures of child care programs throughout 2020 placed a disproportionate burden on families, and mothers in particular. For parents enrolled in college or considering postsecondary enrollment at the time of the pandemic, the loss of child care services had an amplified effect-- threatening to derail their education goals. This brief draws on a series of interviews with campus child care directors and a review of data and relevant literature. It presents information for academic and institutional researchers, campus child care practitioners, college and university staff and administrators, and other stakeholders interested in understanding the availability and importance of campus child care services for student parent success. The brief makes the case for the importance of building rigorous evidence of the effect of campus child care access on student outcomes and discusses the factors related to campus child care center operations and institutional data collection that can, at times, undermine the ability to rigorously study the effectiveness of child care supports for student parents. The authors' findings are discussed in the context of evidence-based decision making to articulate the challenges and opportunities for conducting rigorous study. Given the timing of the feasibility study, the brief also provides a snapshot of campus child care providers' experiences during COVID-19. It concludes with recommendations to improve conditions for rigorous research on the role of campus child care in the outcomes of students with children.
Student Mobility in Texas and the Houston Area: Summary Report
Author: Potter, Daniel
Date: 2022-01-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Student Characteristics,Academic Achievement,Dropouts,Graduation Rate,Accountability,Institutional Characteristics,African American Students,Charter Schools,School Holding Power,Elementary Secondary Education

Background and Purpose: Each school year, in the state of Texas, students unexpectedly change schools almost 450,000 times. In the Houston region alone, students change schools more than 60,000 times. These school changes are not random, tend to be geographically contained though not within school districts, and carry significant ramifications in the short-term for students' performance on STAAR accountability tests and in the long-term for their risk of dropping out and failing to graduate from high school on-time. This report is the culmination of a multi-year study on student mobility undertaken by the Houston Education Research Consortium (HERC), in collaboration with 10 public school districts in the Houston area. Complementary research briefs have been released providing more details on the full set of findings that are highlighted in this report. As such, this report pulls forward a selection of key takeaways from the overall study with a particular focus on implications for Houston area districts and recommendations districts could consider as they continue to work to support mobile students. Finally, results in this report are limited to student mobility patterns prior to COVID-19. Future research will be needed to understand how the pandemic may have changed the trends discussed in this report.
Bilingual &amp; English as a Second Language Program Evaluation Report, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-10-18
Type: Reports - Research
Subjects: Bilingual Education,English (Second Language),Second Language Instruction,English Language Learners,Language of Instruction,Native Language,Language Minorities,Faculty Development,Academic Achievement,Language Proficiency,Language Skills,Student Characteristics,Elementary Secondary Education,Dropout Rate,Graduation Rate,Minority Group Students,Hispanic American Students,Classification

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in elementary schools and selected middle schools for language-minority students who need to enhance their English-language skills. Beginning in prekindergarten, the bilingual programs provide ELs with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English through ESL methodology. The native language functions to provide access to the curriculum while the student is acquiring English. Instruction in the native language assures that students attain grade-level cognitive skills without falling behind academically. ESL programs are also offered to language-minority students at all grade levels who need to develop and enhance their English-language skills. ESL programs provide intensive English instruction in all subjects, with a focus on listening, speaking, reading, and writing, through use of ESL methodology. This evaluation report summarizing the performance of students who participated in the district's bilingual and ESL programs during the 2020-2021 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Learners (EL) and demographic characteristics of students served by these programs. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs.
No Dead Ends: How Career and Technical Education Can Provide Today&apos;s Youth with Pathways to College and Career Success. Practitioner-Informed Considerations for Reforming K-12 and Postsecondary Policy
Author: JFF (Jobs for the Future), Policy Leadership Trust
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Vocational Education,Elementary Secondary Education,Postsecondary Education,Educational Policy,Career Readiness,College Readiness,Alignment (Education),Equal Education,Career Education,Access to Education,Dual Enrollment,Academic Education,Work Experience Programs,Data Use,Accountability,Educational Change,Educational Legislation,Federal Legislation,Labor Force Development,Labor Legislation,Higher Education

High-quality career and technical education (CTE) programs represent an effective way to provide young adults with an educational experience that prepares them for both college and career success. But not all CTE programs provide accessible pathways to a bounty of educational options without dead ends. To address the false dichotomy--college versus job preparation--in our nation's public education system, JFF offers practitioner-informed policy considerations, rooted in a commitment to equity, that federal and state officials can use as a guide to strengthen CTE college and career pathways for today's youth.
Promoting Consistency and Efficiency under the National Quality Framework. Occasional Paper 3
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Educational Quality,Guidelines,Program Administration,Child Care,Preschool Education,Efficiency,Federal State Relationship,Foreign Countries,Government Role,Audits (Verification),Information Technology,Program Evaluation,Educational Administration,Standards,Credentials,Child Caregivers,Preschool Teachers,Information Sources

The third ACECQA Occasional Paper examines activities to promote consistency and efficiency in the implementation and administration of the National Quality Framework (NQF). Striving for consistency and efficiency is a collaborative effort between the eight state and territory regulatory authorities, the Australian Government and ACECQA. This paper highlights the breadth and depth of collaboration to identify, implement and review approaches to promote consistency and efficiency under the NQF. It also includes case studies to illustrate in more detail how certain activities contribute to consistency and efficiency.
Title I, Part A Student Achievement, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2022-02-23
Type: Reports - Research
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Academic Achievement,Elementary School Students,Middle School Students,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Social Studies,Outcomes of Education,Academic Standards,Low Income Students

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on state academic achievement standards and assessments. The Houston Independent School District (HISD) Title I, Part A school programs are implemented on either a schoolwide or targeted assistance basis. The purpose of this report is to describe the academic achievement of students enrolled in Title I HISD schools during 2020-2021, as measured by the state's standardized assessments. This report displays results of academic achievement among Title I students in grades 3 through 8 on the State of Texas Assessments of Academic Readiness (STAAR) (English and Spanish combined) assessments in reading, mathematics, writing, science, and social studies between HISD students enrolled in the 2020-2021 school year. This report also shows results in secondary students' performance on the STAAR End-of-Course (EOC) assessments in Algebra I, Biology, English I, English II, and U.S. History in 2020--2021.