ethanporcaro/eric-fulltext-meta huggingface dataset:
Interventions for Reading Difficulties Pilot Program Report. Evaluation: Year 2. Report to the Education Interim Committee
Author: Fratto, Kim
Date: 2018-10-00
Type: Reports - Research
Subjects: Intervention,Reading Difficulties,Reading Programs,State Programs,Program Implementation,Pilot Projects,Program Development,Program Evaluation,Elementary School Students,Emergent Literacy,Reading Tests,Reading Fluency,Program Effectiveness,Scores,Faculty Development,Best Practices,School Demography,School Districts,Reading Achievement

The purpose of this report is to provide formative and summative feedback to the Utah State Board of Education (USBE) regarding evidence of implementation and impact for the Interventions for Reading Difficulties Pilot Program. The report, while addressing the effects of the Interventions for Reading Difficulties Pilot Program, is also designed to provide formative feedback to assist in ongoing program development. This report includes information on the 2016-2017 and 2017-2018 school years, which is referred to as Year 1 and Year 2, respectively. The report includes a description of the evaluation design, evaluation findings, conclusions, and recommendations. [This report was developed on behalf of the Utah State Board of Education by Illuminate Evaluation Services.]
Effective Teachers in High Poverty Schools Incentive Program Report [2021]. Report to the Education Interim Committee
Author: Collins, Jonathan
Date: 2021-11-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Poverty,Incentives,Program Evaluation,State Legislation,Teacher Recruitment,Teacher Persistence,Teacher Salaries,Teacher Attitudes,Elementary Secondary Education,Disadvantaged Schools

During the 2017 General Session, the Legislature passed House Bill 212, &quot;Incentive for Effective Teachers in High Poverty Schools,&quot; which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2020-2021 school year, 112 teachers received a salary bonus of $4,147.04. This evaluation does not find strong evidence that the salary bonus improves teacher recruitment and retention. It finds very little evidence that the program is being used to recruit teachers at high poverty schools. In terms of retention, for many of the teachers surveyed, their main reason for teaching in their current school is that they find satisfaction in working with students from low-income families and diverse backgrounds and the impact they make in the lives of their students. [For the 2020 report, see ED621098.]
Elementary Arithmetic. Mental and Written Exercises
Date: 1891-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Arithmetic,Mathematics Activities,Addition,Subtraction,Multiplication,Division,Elementary School Mathematics

This textbook is a course in elementary arithmetic. It stresses mental as well as written exercises. Addition and subtraction are first presented together, and later multiplication and division.
Elementary Lessons in Zoology. A Guide in Studying Animal Life and Structure in Field and Laboratory
Author: Needham, James G.
Date: 1896-00-00
Type: Books
Subjects: Textbooks,Zoology,Science Instruction,Animals

This textbook is intended for schools moderately equipped to undertake beginning zoology study using scientific method. Its aim is to put the student in the way of acquiring for himself a knowledge of animal life and structure.
A School History of the United States
Author: Stephenson, Nathaniel Wright
Date: 1921-00-00
Type: Books
Subjects: Textbooks,History Instruction,United States History,Elementary School Students,Junior High School Students

This textbook is an American history course intended for upper grammar grades and junior high school. It covers the time from European colonization to the post-World War I era.
Young Folks&apos; Library of American History. Columbus and De Soto
Author: Pratt, Mara L.
Date: 1891-00-00
Type: Books
Subjects: Textbooks,History Instruction,European History,United States History

This textbook is a history reader with fictionalized selections on Columbus and De Soto. Poems are included.
Report of the Commissioner of Education for the Year Ended June 30, 1912. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Educational Legislation,Higher Education,Urban Schools,Rural Schools,Catholic Schools,African American Education,Students with Disabilities,Agricultural Education,Citizen Participation,Nonschool Educational Programs,Vocational Education,Health Education,Parent Teacher Cooperation,School Libraries,Foreign Countries

The report begins with the Commissioner of Education's introduction. Details on the 1911-1912 survey of education are then presented. Subsequent chapters cover education legislation; higher education; city school systems; rural education; Roman Catholic schools across education sectors; recent negro-education movements; progress in the movement to benefit exceptional children; agricultural education including agricultural fairs, civic groups, and non-school-based education; vocational education; typical U.S. health-teaching agencies; parent-teacher cooperative associations of the National Congress of Mothers; library developments; outlying possessions and dependent peoples; foreign education; and events of international interest. [For Volume II, see ED620984.]
Report of the Commissioner of Education for the Year Ended June 30, 1912. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Public Schools,Urban Schools,Colleges,Vocational Education,Agricultural Education,Professional Education,Summer Schools,Private Schools,High Schools,Business Schools,African American Education,School Segregation,Racial Segregation,Special Schools,Students with Disabilities,Blindness,Deafness,Intellectual Disability,Foreign Countries,Elementary Education,State Schools

Volume II of the Commissioner's report includes statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; summer schools; public and private high schools; manual and industrial training; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; schools for the feeble-minded; and elementary education in foreign countries. [For Volume I, see ED620983.]
Report of the Commissioner of Education for the Year Ended June 30, 1913. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Higher Education,Medical Education,Dental Schools,Secondary Education,Urban Schools,Kindergarten,Rural Schools,Agricultural Education,Business Education,Vocational Education,Fine Arts,Art Education,Museums,Libraries,Catholic Schools,Jews,Religious Education,Religious Schools,Health Education,Students with Disabilities,Public Schools,Deafness,Blindness,Delinquency,Teacher Education,Boards of Education,Organizations (Groups),Youth Programs,Films,Teaching Methods,Schools,Military Schools,Alaska Natives,Foreign Countries

Volume I begins with the Commissioner of Education's introduction and an introductory survey of issues. Data and discussion are provided on higher education; medical education; dental education; secondary education; city school systems; kindergarten; rural education; agricultural education; agricultural education; commercial education; vocational education; popular education in fine arts; American museums' education work; libraries; Roman Catholic parochial schools; Jewish education in America and the Bureau of Education of the Jewish community of New York City; Luther parochial schools; Mormon schools; U.S. health teaching; exceptional children in public schools; education of the deaf; education of the blind; training delinquent children; teacher training; education boards, foundations, and associations; Young Men's Christian Association education work; motion pictures as an education aid; schools; schools conducted by the U.S. government including military academies and training institutions and education of Alaska natives; education in U.S. territories and outlying possessions; and foreign education. Events of international interest as well as education legislation are also discussed. [For Volume II, see ED620986.]
Report of the Commissioner of Education for the Year Ended June 30, 1913. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Public Schools,Teacher Retirement,Retirement Benefits,Urban Schools,Colleges,Vocational Schools,Agricultural Education,Professional Education,Private Schools,Elementary Secondary Education,Summer Schools,Business Schools,School Segregation,African American Education,Special Schools,Students with Disabilities,Blindness,Deafness,Intellectual Disability,Foreign Countries,State Schools

Volume II includes statistics and discussion on state common-school systems; public school retirement-allowance systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; public and private normal schools; summer schools; Young Men's Christian Association (YMCA) education work; public and private high schools; manual and industrial training; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; schools for the feeble-minded; and elementary education in foreign countries. [For Volume I, see ED620985.]
Report of the Commissioner of Education for the Year June 30, 1914. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational Administration,Urban Schools,Rural Schools,Secondary Education,Higher Education,Medical Education,Legal Education (Professions),Vocational Education,Agricultural Education,Family and Consumer Sciences,Kindergarten,Montessori Schools,Child Rearing,Nonschool Educational Programs,Art Education,Civics,African American Education,Immigrants,School Buildings,Libraries,Museums,School Surveys,Citizenship,Religious Schools,Organizations (Groups),Public Schools,Foreign Countries

Volume I begins with the Commissioner of Education's introduction and a general education survey. Data and discussion are included on education administration; city schools systems in cities of both more than and less than 25,000 population; rural education; secondary education; higher education; medical education; homeopathic medical education; legal education; vocational education; agricultural education; education for the home; kindergarten; the Montessori movement in America; out-of-school education for child nurture and homemaking; professional art schools; civic education; negro education; immigrant education; wider use of the school plant; libraries; American museums' education work; school surveys; American citizenship in educational surveys; denominational schools; education associations; U.S. government schools in territories and dependencies; foreign education; and events of international interest. [For Volume II, see ED620989.]
Report of the Commissioner of Education for the Year Ended June 30, 1914. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Public Schools,Urban Schools,Colleges,Vocational Schools,Agricultural Education,Professional Education,Private Schools,Summer Schools,High Schools,Business Education,School Segregation,African American Education,State Schools,Special Schools,Students with Disabilities,Blindness,Deafness,Intellectual Disability

Volume II includes statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; public and private normal schools; summer schools; public and private high schools; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; and schools for the feeble-minded. [For Volume I, see ED620988.]
Remote Assessment Strategies in the Post-COVID Era of Blended Learning: Do They Have a Role?
Author: Z., Zayapragassarazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,COVID-19,Pandemics,Medical Education,Summative Evaluation,Formative Evaluation,Instructional Effectiveness,Foreign Countries,Educational Change,Medical Schools,Learning Processes,Learner Engagement,Online Courses,Computer Assisted Testing

Since the onset of the COVID-19 pandemic in 2020, students' right to education has been threatened globally, and medical colleges are not an exception to this. During COVID-19 induced lockdown, medical colleges had to resort to online classes instead of regular academic sessions. Medical colleges and other higher education institutions in India faced a challenge in determining on how to engage their students in the learning process and assess them using reliable, effective and acceptable methods. Now that the COVID pandemic is nearly over, many medical colleges have already started regular sessions. At the same time, some continue to use online lectures and other tools for engaging their learners in addition to regular classes. Medical colleges also used different online tools for formative assessments. But the effectiveness of such online educational activities is yet to be established in India. This article discusses how unsupervised online tests can be used for formative and summative exams in post-COVID medical education.
What California Teachers Say about Their Instructional Materials for English Learner Students: New Data and Insights. Knowledge Brief
Author: Burr, Elizabeth
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: English Language Learners,Instructional Materials,Teacher Attitudes,Student Needs,Culturally Relevant Education,Counties,Elementary Secondary Education,Language Arts,English Teachers,Mathematics Teachers,Science Teachers

There are 1.1 million English learner (EL) students in California, representing 18 percent of the statewide student population (California Department of Education [CDE], 2021b). Following some background on California's standards-aligned instructional materials and on the state's EL student population, this brief summarizes California findings from a nationwide survey on teachers' perceptions of their instructional materials for EL students. The brief highlights teachers' views on the adequacy of their instructional materials for their EL students, how they address any inadequacies, whether the materials help them to provide culturally relevant instruction, and what value they place on particular elements of the materials. Finally, the discussion section of the brief includes implications for improving materials and for strengthening professional learning.
Safety through Collaboration: Ohio&apos;s Comprehensive Approach to Student Well-Being
Author: Ali, Shaun
Date: 2022-00-00
Type: Reports - Research
Subjects: Holistic Approach,Well Being,School Safety,Equal Education,Elementary Secondary Education,Change Strategies,Educational Improvement,Cooperation

In 2019, the national Center to Improve Social and Emotional Learning and School Safety at WestEd (the Center) solicited ideas from state and local education agencies (SEAs and LEAs) regarding their most urgent and important needs to successfully support whole-person development. The concept of the &quot;whole person&quot; refers to a comprehensive notion of human development that includes several domains, such as physiological, cognitive, social, and emotional development. SEA leaders specifically requested resources and facilitation to establish a statewide vision for serving the whole person, to inventory and map the relationships among social and emotional learning and other whole-person initiatives, to create plans for aligning initiatives, and to communicate with internal and external stakeholders about this work. In response, WestEd drafted and piloted &quot;Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies&quot; (ED616264). That guide outlines an adaptable process for SEA staff to review whole-person initiatives, increase alignment and coherence among them, and monitor progress over time. This current report will summarize the experience of an Ohio-based team in using the SEA guide and share key insights that may benefit other SEA leaders as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives.
Summary of 2006-2007 AISD Parent Survey, District Results. Publication Number 06.13
Author: Cornetto, Karen M.
Date: 2007-05-00
Type: Reports - Research
Subjects: Parent Surveys,Parent Attitudes,School Districts,School Safety,Parent School Relationship,Parent Participation,School Policy,Parent Teacher Cooperation,Elementary School Students,Middle School Students,High School Students,Ethnicity,School Personnel,Principals,Assistant Principals,School Counselors,Specialists,Educational Environment

This report summarizes results of the 2006-2007 Austin Independent School District parent survey.
What Is a School Finance Reform? Uncovering the Ubiquity and Diversity of School Finance Reforms Using a Bayesian Changepoint Estimator. EdWorkingPaper No. 22-587
Author: Candelaria, Christopher A.
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Finance,Finance Reform,Bayesian Statistics,Income,Court Litigation,State Aid,Educational Trends,Trend Analysis,State Government,Taxes,Budgets,State Legislation,State Policy

School finance reforms are not well defined and are likely more prevalent than the current literature has documented. Using a Bayesian changepoint estimator, we quantitatively identify the years when state education revenues abruptly increased for each state between 1960 and 2008 and then document the state-specific events that gave rise to these changes. We find 108 instances of abrupt increases in state education revenues across 43 states; about one-quarter of these changes had been undocumented. Half of the abrupt increases that occurred post-1990 were preceded by litigation-prompted legislative activity, and Democrat-party control of a state increases the probability of a changepoint occurring by 8 percentage points.
Understanding Nebraska&apos;s ACT Scores during the COVID-19 Pandemic. ACT Research. Technical Brief
Author: Allen, Jeff
Date: 2022-04-00
Type: Reports - Research
Subjects: Scores,COVID-19,Pandemics,College Entrance Examinations,Distance Education,Educational Change,Grade 11,High School Students,Comparative Analysis,Trend Analysis,Test Results,Student Characteristics,Disadvantaged,Social Differences,Eligibility,Lunch Programs,English Language Learners,Gender Differences,Special Education,Race,Ethnicity,English,Language Arts,Mathematics Tests,Science Tests,Reading Tests

The COVID-19 pandemic caused widespread disruptions to the educational system in Nebraska and across the world. At the onset of the pandemic in March 2020, schools in Nebraska were forced to replace on-site instruction with virtual instruction. During the 2020-2021 academic year, many students learned online or under hybrid learning formats. Nebraska administers the ACT® test statewide in the spring of 11th grade. Testing was canceled in spring 2020, a makeup test was offered in fall 2020, and 11th-grade testing resumed in spring 2021. The research summarized in this paper examines impacts of the pandemic on student performance on Nebraska's statewide administrations of the ACT test. The authors compare performance in spring 2017-2019 (before the pandemic) to performance in fall 2020 and spring 2021 (during the pandemic) and account for changes in the tested population across years. The authors address the following research questions: (1) How were Nebraska's ACT test scores impacted by the COVID-19 pandemic?; (2) Did the pandemic's impact on ACT test scores vary for different student groups?; (3) Was the pandemic's impact on ACT test scores worse for communities with greater social vulnerability?; and (4) Was the pandemic's impact on ACT test scores worse for communities with higher COVID-19 case rates?
Understanding the Impact of the COVID-19 Pandemic on Student Achievement in Arkansas: Comparing On-Site, Hybrid, and Virtual Modes of Learning. ACT Research. Technical Brief
Author: Allen, Jeff
Date: 2022-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Electronic Learning,Conventional Instruction,Blended Learning,Distance Education,College Entrance Examinations,Scores,Test Format,Test Score Decline

The COVID-19 pandemic caused widespread disruptions to the educational system in Arkansas and across the United States. At the onset of the pandemic in March 2020, schools in Arkansas were forced to replace on-site instruction with virtual instruction. During the 2020-2021 academic year, there were three student instructional options: on-site/traditional learning, hybrid/blended learning, or virtual/remote learning. Arkansas has administered the ACT® Aspire Assessment System (3rd-10th grades) and the ACT® test (11th grade) statewide since spring 2016. ACT Aspire testing was canceled in spring 2020 because of the pandemic. Using ACT Aspire and ACT results from spring 2019 and spring 2021, the research summarized in this paper examines impacts of the pandemic on student achievement in Arkansas. The paper is organized into two parts. In the first part, Comparing Performance from 2019 and 2021, the author presents a formal analysis of performance in spring 2019 (before the pandemic) and spring 2021 (during the pandemic) and accounts for changes in test participation and the tested population across years. In the second part, Comparing On-Site, Hybrid, and Virtual Modes of Learning, the author examines whether performance in spring 2021 varied by mode of learning and compares results for each mode-of-learning group to their performance in spring 2019.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1864-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Geometry,Trigonometry,Measurement

This textbook covers geometry and trigonometry and presents problems for student consideration. Contents include geometry, plane trigonometry, analytical trigonometry, spherical trigonometry, and mensuration. [This book was adapted by Charles Davies.]
Project Advance Summary Report, 2007-2008. Publication Number 07.80
Author: Looby, Karen
Date: 2008-01-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,College Preparation,Career Development,Student Financial Aid,High School Students,Student Participation,College Entrance Examinations,Scores,College Applicants,Enrollment,College Admission

This report summarizes results from the 2007-2008 program evaluation of Project ADVANCE in the Austin Independent School District.
Kansas Complete Arithmetic. American Comprehensive Arithmetic
Author: Bailey, M. A.
Date: 1897-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Arithmetic,Numbers,Fractions,Business,Occupations,Observation,Thinking Skills

This textbook presents the divisions of arithmetic in their natural order. The fundamental operations upon integers, common fractions, decimals, denominate numbers, and numbers expressed by letters, are followed by their applications to business and to various employments. The pupil is taught to develop observation and thought power, rather than memorize rules and directions.