ethanporcaro/eric-fulltext-meta huggingface dataset:
Income-Driven Repayment of Student Loans: Options for Reform
Author: Baum, Sandy
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Income,Student Financial Aid,Loan Repayment,Debt (Financial),Paying for College,Federal Government,Enrollment,Salaries,Problems,Program Design,Program Implementation,Graduate Study,Higher Education

The federal government now offers a multitude of complicated income-driven repayment (IDR) plans that are difficult to understand, enroll in, and stay in. Many students who would benefit from IDR do not enroll, and others will have large amounts of debt forgiven despite earning high wages. The current problems with IDR are not an indictment of the basic approach, and IDR can be an important safety net for students whose earnings do not match the investment they made in their education. But the current version of IDR has problematic design details and implementation failures. This brief offers solutions to some of the biggest problems with IDR, drawing on the longer report, &quot;Income-Driven Repayment of Student Loans: Logic, History, and the Need for Reform&quot; (ED620805) which provides details on each of these solutions.
America&apos;s Best and Worst Metro Areas for School Quality
Author: Thomas B. Fordham Institute
Date: 2021-12-00
Type: Reports - Research
Subjects: Metropolitan Areas,School Effectiveness,Educational Quality,Public Schools,School Districts,Achievement Rating,Academic Achievement,High Schools,Graduation Rate,Family Income,Demography,Economically Disadvantaged

Cities such as New York, Boston, Washington D.C., Silicon Valley and other metropolitan areas, also known as &quot;Superstar Cities,&quot; are very effective at attracting highly educated workers. In a virtuous cycle, these workers migrate to where the interesting, highly paid jobs are, where other smart young people live, and where the cultural amenities make their nonworking life more fun. But workers are also attracted by the promise that their own children, when they are ready to start families, will get to enjoy high-quality public schools in their new home towns, as well. But is that actually true? Do the Superstar Cities boast better public schools than those in the Rust Belt or the Sun Belt? Business leaders often say that the quality of local schools is a key consideration when they are choosing new locations for corporate headquarters or a manufacturing facility. But are they looking at the right data when judging school quality? Using the Stanford Education Data Archive (SEDA), the Fordham Institute is using these data to build valid comparisons at the metro-area level for schools across the United States. Although workforce data or other social outcomes (such as unemployment, earnings, or criminal-justice data) may reflect the impacts of the local education system, they have included the measures that are most clearly connected to school effectiveness and that are available nationally at the school district level, including the following: (1) academic growth; (2) academic growth for traditionally disadvantaged students; (3) improvement in achievement in recent years; and (4) high school graduation rates. The Student Learning Accelerating Metros (SLAM) rankings correlate far less with family wealth and student demographics than do pure academic achievement ratings. They are heavily weighted toward student progress because schools have more control over how much students grow in the K-12 school years than they do over, say, the percentage of residents with a doctorate degree. It also reports individual rankings for the other three metrics and provide data on average academic achievement, which is not part of the rankings formula but is still of interest. [This report was co-produced by the U.S. Chamber of Commerce Foundation.]
Leadership in Young Filipino Children: An Exploratory Sequential Mixed Methods Study
Author: Laygo-Saguil, Juzy
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Leadership Qualities,Teaching Skills,Preschool Teachers,Teacher Surveys,Identification

Background: This study explores the early childhood education teachers' recognition of leadership characteristics among Filipino kindergarten pupils. Framed by the theory on progressive education by Dewey, this study is designed to fill the gap in the literature on child leadership qualities and behavior. Purpose: To explore how early childhood classroom teachers, recognize leadership behavior in young children. Materials and Methods: An exploratory sequential mixed method research design was selected in order to broadly explore and analyze the kindergarten teachers' perception of child leadership. This utilized a descriptive research design using both qualitative and quantitative data. A Focus group discussion was first conducted with 10 private school teachers for the qualitative part of the study. 25 items of the leadership in young children survey were prepared according to the results obtained from the discussion. The survey was assessed using a Likert-type response format. 95 child development center teachers, selected through purposive sampling technique, participated in the quantitative part. Results: Findings revealed that the leadership descriptors that emerged based on the focus group discussion are: sought out by peers, responsible; empathetic; communicator; and collaborative. These descriptors were the basis for the development of a child leadership model, the Filipino child leadership framework. Conclusions: The growth of positive social-leadership traits in young children could be encouraged through the enhancement of the teaching skills of Filipino preschool teachers, and therefore, the delivery of quality education in the kindergarten level.
Question: Is Student Cardiovascular Health Related to Student 2007-2008 Mathematics, Reading/ELA, Science, Social Studies, and Writing TAKS Performance and Attendance? DPE Publication Number 07.95
Author: Ware Herrera, Angelica
Date: 2009-10-00
Type: Reports - Research
Subjects: Physical Health,Human Body,Educational Assessment,Vocational Evaluation,Measurement,State Standards,Academic Achievement,Mathematics Tests,Reading Tests,Elementary School Students,High School Students,Middle School Students,Attendance Patterns,Language Arts,English Instruction,Standardized Tests

This report summarizes analyses of whether results from Austin Independent School District's students' Spring 2008 state-mandated academic assessments are related to their results on a fitness assessment.
Adult Learners in Utah. Issue Brief
Author: Campbell, Brett
Date: 2021-08-00
Type: Reports - Research
Subjects: Adult Students,College Students,Postsecondary Education,Enrollment,Ethnicity,Intellectual Disciplines,Distance Education,Prior Learning,Time to Degree

Adult learners currently make up between 25% and 40% of all college-attending students, including military veterans, single mothers, and underemployed workers. Many of these students identify as African American or Latinx, and almost two-thirds (62.5%) attend college part-time. Historically, adult learners have been identified as any degree-seeking student enrolled in college aged 25 and older. This focus on degree-seeking students ignores a substantial percentage of community and technical colleges with large student populations of adult learners. The issue brief expands this definition to include both degree- and certificate-seeking students aged 25 and older. Prior research indicates that adults enroll or re-enroll in postsecondary education to improve their socioeconomic circumstances. Motivations reported by adult learners include seeking a career change, advancing in their current career, needing to update their skills, or experiencing a life transition.3 Adult learners face multiple competing demands when working to obtain higher education credentials, such as balancing work with course attendance. Additionally, adult students are often married or divorced, and many have children at home.
High School Redesign: Quality Teaching for English Learners (QTEL), 2007-2008. Publication Number 07.70
Author: Gossman, Ginger L.
Date: 2008-11-00
Type: Reports - Research
Subjects: English Language Learners,Faculty Development,Program Evaluation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Educational Quality,High School Students,School Districts,Likert Scales,Correlation,Educational Change,Academic Achievement,Program Descriptions,Teacher Surveys,Teacher Attitudes,Program Implementation,Stakeholders,Administrator Attitudes,Barriers,Position Papers,High School Teachers

This report summarizes the 2007-2008 program evaluation of professional development opportunities for teachers of English as a second language (ESL) in Austin Independent School District's Quality Teaching for English Learners (QTEL) program.
&quot;Smart Power&quot; in Standards Implementation after No Child Left Behind
Author: Nichols, T. Philip
Date: 2021-11-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Program Implementation,Educational Legislation,Federal Legislation,Educational Policy,Coding,Interrater Reliability,Adoption (Ideas),Accountability,Teacher Attitudes,Educational Change,Pandemics

Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K-12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive coding based on a policy attributes theory to examine the co-occurrence of codes for specificity, consistency, authority, power, and stability. Throughout this process, we assessed interrater reliability through paired coding, research team discussions, and recoding to uncover broad themes. Findings: We identify the concept of &quot;smart power&quot; as a ubiquitous mechanism that leaders are utilizing to balance buy-in (authority) and accountability (power). We find that this balance remains precarious and highly dependent upon local political contexts. Smart power can allow for more thoughtful and sustainable implementation strategies that increase teacher support for these policies or it can become a rhetorical device without substantive change. Implications: We reveal the enduring appeal of accountability policies even when administrators express reservations about falling back on the legacy of No Child Left Behind. These findings hold broad relevance for the implementation of K-12 standards moving forward, particularly as states consider how to build legitimacy and buy-in toward new and revised standards-based policies in the wake of the pandemic. [This paper was published in &quot;American Journal of Education&quot; v128 n1 Nov 2021 (EJ1318632).]
The Impact of Rural and Urban School Reopening on Missouri Students. An Essay for the Learning Curve
Author: Diemer, Andrew
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Pandemics,COVID-19,School Closing,Rural Schools,Low Income Students,Educational Quality,Academic Achievement,Disadvantaged Youth,Poverty,School Districts,Educational Planning,Nutrition,Access to Computers,Internet,Advantaged,Minority Group Students,Achievement Gains

The pandemic has heightened awareness of the gaps in education quality between the nation's most vulnerable students and most well-off students. And the reopening decisions school districts made in the 2020-21 school year may have both short- and long-term impacts on the academic achievement of the most vulnerable students. In addition to racial and class disparities in classroom experiences, there are stark differences in how students in urban, suburban, and rural school districts experienced learning in the pandemic. This essay discusses how the numerous impacts of COVID-19 have resonated differently within urban and rural communities in Missouri and are apparent among the most economically disadvantaged students. Responding to the challenges low-income students in urban and rural districts face requires attention to the challenges these districts and students have faced. Data from the 2020-21 school year show the following: (1) In Missouri, 95 percent of urban and suburban students living in poverty were in districts that offered exclusively distance education during the first full pandemic school year, while 10 percent of rural students living in poverty learned remotely; (2) Forty-nine percent of rural schools provided food access to students living in poverty, compared with 86 percent of urban and suburban schools; and (3) Eighty-three percent of urban and suburban school districts offered students living in poverty access to both electronic devices (e.g., computers and tablets) and internet hotspots, while 25 percent of rural districts offered access to both; 54 percent offered only devices.
Austin Partners in Education Evaluation Report, 2007-2008. Publication Number 07.64
Author: Looby, Karen
Date: 2008-10-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Partnerships in Education,Nonprofit Organizations,Reading Programs,Remedial Mathematics,Reading Comprehension,Critical Thinking,College Readiness,Elementary School Students,Middle School Students,High School Students,Outcomes of Education,Academic Achievement

This report summarizes results of the 2007-2008 evaluation of Austin Partners in Education's program in the Austin Independent School District.
High School Redesign: Professional Learning Communities, 2007-2008. Publication Number 07.68
Author: Alderete-Looby, Karen
Date: 2008-10-00
Type: Reports - Research
Subjects: Program Evaluation,Communities of Practice,School Districts,High School Teachers,Faculty Development,Educational Change,Coaching (Performance),Instructional Effectiveness,Teacher Attitudes,Teacher Administrator Relationship,Educational Resources,Human Resources,Human Capital,Teacher Leadership,Educational Improvement,Educational Quality

This report summarizes the 2007-2008 program evaluation results of Austin Independent School District's high school professional learning communities initiative.
Postsecondary Enrollment Summary Report: Classes of 2002-2006. Publication Number 06.18
Author: Coneway, Casey
Date: 2007-06-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,School Districts,Enrollment Trends,High School Graduates,High School Students,Student Attitudes,Trend Analysis,Student Financial Aid,Accountability,State Agencies,Career Readiness,Universities,Race,Ethnicity,Gender Differences,Disadvantaged,Federal Programs,College Readiness

This report describes the postsecondary enrollment trends for students in the Austin Independent School District graduating Classes of 2002 through 2006.
State Compensatory Education, 2006-2007. Publication Number 06.49
Author: Christian, Cinda
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Compensatory Education,Equal Education,State Legislation,Educational Legislation,High School Students,Graduation Rate,At Risk Students,Dropouts,State Programs,Dropout Prevention,Dropout Rate,Elementary Secondary Education,Tutorial Programs,Bilingual Education,Immigrants,Reading Programs,Summer Schools,Social Services,Specialists,Transitional Programs,Nontraditional Education,Correctional Education,Leadership Training,Program Evaluation

State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under Chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended 2007), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in Austin Independent School District for the 2006-2007 school year.
Strategic Compensation Initiative Reach Pilot 2007-2008 Evaluation Report. Publication Number 07.86
Author: Schmitt, Lisa
Date: 2009-02-00
Type: Reports - Research
Subjects: School Districts,Pilot Projects,Program Evaluation,Compensation (Remuneration),Teacher Salaries,Teacher Recruitment,Teacher Persistence,Student Educational Objectives,Standardized Tests,Mathematics Achievement,Elementary Secondary Education,Beginning Teachers,Mentors

This report describes outcomes for the first year of the REACH strategic compensation program in Austin Independent School District.
Using Social Media as a Learning Media of Foreign Language Students in Higher Education
Author: Malik, Agung Rinaldy
Date: 2019-07-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Second Language Instruction,Second Language Learning,Higher Education,Information Technology,College Students,Foreign Countries,Handheld Devices,Vocabulary Development,Mastery Learning,Social Networks,Language Skills

Foreign language is an important component of someone in facing the era of Industry 4.0. The development of Information and Communication Technology (ICT) will have an impact on the creation of a learning media innovation that will facilitate users in the learning process in higher education. Likewise in foreign language learning. Online-based learning has been designed in such a way as to increase learning knowledge and motivation. This study uses a qualitative approach with the survey method. Data and Sources of data in this study are students of foreign language study programs at universities in Indonesia. The results of the study show that students generally always use smartphones and use social media in all their activities. Students use a lot of social media in exploring vocabulary and increasing vocabulary mastery, learning as well as building networks for native speakers (Muttersprachler), and making social media a means of learning by accessing foreign-language songs and interesting media in student foreign language learning. Thus social media can be one of the means of education for students which ends in improving foreign language skills.
Online Learning Experiences and Satisfaction of Students on the Transition to Remote Learning
Author: Aguirre, Regie F.
Date: 2022-03-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Experience,Student Satisfaction,Distance Education,Educational Quality,Technology Uses in Education,Automation,Barriers,Foreign Countries,Online Courses

Online education becomes a viable and stimulating method for instructional and service delivery by providing students with great flexibility in the current situation. Learning issues, personal issues, quality of learning, instructor, technology, and social interactions are the dimensions used for students' online learning experiences and significantly affect students' service satisfaction. This research study utilizes a descriptive correlational design to evaluate students' online learning experiences and service satisfaction. Data were collected through online surveys utilizing Google form and were analyzed using multiple regression. Results revealed that quality of learning, technology, and learning issues strongly impact students' customer satisfaction. Students are more concerned about the services they receive than the materials and facilities. Thus, assisting students directly impact student satisfaction. So, the schools may use technology and automation to address their concerns during online learning to meet students' changing needs and quality learning, too.
Summary of 2004-2005 through 2006-2007 AISD Staff Climate Survey Results. Publication Number 06.04
Author: Cornetto, Karen M.
Date: 2007-02-00
Type: Reports - Research
Subjects: Teaching Conditions,Elementary Secondary Education,Public School Teachers,School Personnel,Administrators,Teacher Surveys,Administrator Surveys,School Community Relationship,Teacher Administrator Relationship,Leadership,Teacher Behavior,Academic Achievement,Positive Behavior Supports,School Safety

This report contains results for the Austin Independent School District Staff Climate Surveys conducted in 2004-2005 through 2006-2007.
External Research Summary Report 2006-2007. Publication Number 06.29
Author: Malerba, Cathy
Date: 2007-10-00
Type: Reports - Research
Subjects: School Districts,Research Proposals,Educational Research,Program Evaluation,Program Implementation,Educational Legislation,Privacy,Student Records

This report summarizes external research requests submitted to and reviewed by Austin Independent School District staff during the 2006-2007 school year.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1853-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, analytical trigonometry, plane and spherical trigonometry, and mensuration. [This book was revised and adapted by Charles Davies.]
2006-2007 AISD Student Climate Survey Results, District Report. Publication Number 06.20
Author: Cornetto, Karen M.
Date: 2007-07-00
Type: Reports - Research
Subjects: Educational Environment,School Districts,Elementary School Students,Student Attitudes,Social Environment,Physical Environment,Teacher Student Relationship,Teacher Attitudes,Item Analysis,Surveys,Ethics,School Safety,Student Behavior,Middle School Students,High School Students,Rating Scales,Peer Groups

This report summarizes results of Austin Independent School District's 2006-2007 student climate survey, given to students in grades 3 through 11.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1854-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, analytical trigonometry, plane and spherical trigonometry, and mensuration. [This book was revised and adapted by Charles Davies.]
Results of the AISD High School Exit Survey, Class of 2007. Publication Number 06.19
Author: Cornetto, Karen M.
Date: 2007-06-00
Type: Reports - Research
Subjects: School Districts,High School Students,Student Surveys,Comparative Analysis,Longitudinal Studies,Academic Aspiration,College Attendance,Educational Environment,Educational Experience,Computer Use,Program Effectiveness,Academic Advising,Family Involvement,Item Analysis,Grades (Scholastic),Ethics,Attendance,School Policy,Teacher Student Relationship,School Personnel,Interpersonal Relationship,Food,Educational Facilities,Achievement Tests,High School Graduates,Futures (of Society),Community Organizations,Extracurricular Activities,Study Habits,Homework,Time Management,Outcomes of Education,Higher Education,Family Characteristics,Student Attitudes

This report summarizes results of the Spring 2007 Austin Independent School District high school students' exit survey, with comparative results from previous years.
Math Improvement Initiative: Algebra I Summary, 2007-2008. Publication Number 07.69
Author: Alderete-Looby, Karen
Date: 2008-11-00
Type: Reports - Research
Subjects: School Districts,Mathematics Instruction,Mathematics Achievement,College School Cooperation,Program Evaluation,High School Students,Educational Improvement,Achievement Gains,Mathematics Teachers,Faculty Development,Teacher Attitudes,Feedback (Response),Mathematics Tests,Achievement Tests,Teaching Methods,Algebra,Grades (Scholastic),Student Characteristics,Race,Disadvantaged,Institutional Characteristics,State Standards,Taxonomy,Ethnicity,Limited English Speaking

This report summarizes the 2007-2008 program evaluation results of the Austin Independent School District (AISD) -- University of Texas partnership to improve math instruction in all AISD high schools and thus increase student math achievement across the district.