ethanporcaro/eric-fulltext-meta huggingface dataset:
CARES: Implementation, Impact, and Adaptation. 2020-2021. Publication 20.44
Author: Minney, Dana
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Program Implementation,Program Effectiveness,Pupil Personnel Services,Elementary Secondary Education,Family School Relationship,Computer Mediated Communication,Professional Recognition,Professional Development,Program Evaluation,Evaluation Methods,COVID-19,Pandemics

This report contains descriptions of implementation and impact data related to CARES's effect on students, families and staff in 2020-2021. Responses to CARES-related survey items showed the majority of respondents were impacted positively. Further, the CARES team increased employee recognition efforts, the number of RAVEs given increased to 3,667, and, Let's Talk dialogues increased to almost 50,000. Expanding the Let's Talk communication platform was especially helpful to families during winter storm Uri. Qualitative data reflected the emphasis on customer service and employee recognition.
College Readiness Summary, 2020-2021. Austin Independent School District (AISD). Publication 20.45 RB
Author: Wang, Crystal
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: College Readiness,Outcomes of Education,High School Seniors,College Entrance Examinations,Benchmarking,Academic Achievement,Racial Differences,Institutional Characteristics,Differences

This report provides and overview of the Austin Independent School District's college readiness outcomes for seniors in the 2020 and 2021 graduation cohorts.
AISD Summer Programs 2021 Program Overview, Student Participation, and Outcomes. Publication 21.03
Author: Christian, Cinda
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: School Districts,Summer Programs,Acceleration (Education),Credits,Repetition,Required Courses,Student Adjustment,Distance Education,Preschool Education,Elementary Secondary Education,Preschool Children,Grade 5,Grade 8,Grade 12,Program Effectiveness,Student Characteristics,At Risk Students,Low Income Students,Students with Disabilities,English Language Learners,Gender Differences,Racial Differences,Ethnicity,Transitional Programs

The Austin Independent School District (AISD) offered several academic summer programs to students June through August 2021. These programs offered students opportunities to accelerate their learning, recover academic course credits, and support grade level transition. Although AISD offered a variety of summer programs in 2021, this report focuses on student participation and outcomes for the following locally-funded 2021 remote instruction summer: (1) Prekindergarten 4-year-olds; (2) Fifth-grade transition; (3) Eighth-grade transition; (4) Twelfth-grade credit recovery; and (5) End-of-Course test preparation.
Afterschool Centers on Education: Cycle 10 Boys and Girls Clubs of the Austin Area. Final Report 2020-2021. Publication 20.30
Author: dela Cruz, William
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: School Districts,After School Programs,Youth Programs,Youth Clubs,Outcomes of Education,Program Descriptions,Program Evaluation,Program Implementation,Reading Achievement,Mathematics Achievement,Grade Point Average,Elementary School Students,Secondary School Students,Attendance

The Texas Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Boys and Girls Clubs of Austin Area Cycle 10 program is composed of a compilation of activities at 9 Austin Independent School District (AISD) campuses that provide a comprehensive range of high quality and innovative out-of-school time opportunities for students and families. This report examines outcomes of program participants for school year 2020-2021.
Afterschool Centers on Education: Cycle 9 Foundation Communities. Final Report 2020-2021. Publication 20.31
Author: dela Cruz, William
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: School Districts,After School Programs,Learning Activities,Academic Achievement,Outcomes of Education,Reading Achievement,Mathematics Achievement,Grade Point Average,Attendance,Program Effectiveness,Program Evaluation,Discipline,Family Involvement

The Texas Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Foundation Communities Cycle 9 program is composed of a compilation of activities at 3 AISD campuses that provide a comprehensive range of high quality and innovative out-of-school time opportunities for students and families. This report examines outcomes of program participants for school year 2020-2021.
World of Words. Intervention Report. Preparing Young Children for School. WWC 2023-007
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Vocabulary Development,Preschool Education,Preschool Children,Reading Strategies,Science Education,Early Intervention,Social Services,Low Income Students,Federal Programs,Program Effectiveness,At Risk Students,Knowledge Level,Discussion (Teaching Technique),Reflection

Children who know fewer words in preschool typically continue to have lower levels of vocabulary knowledge in higher grades than their peers who know more words. In fact, this difference continues to be pronounced and even widens as these children reach higher grade levels. Interventions that support vocabulary development and reading comprehension in early childhood have the potential to improve student language development, narrowing this gap. &quot;World of Words&quot; is a supplementary curriculum used to help young children in prekindergarten develop vocabulary knowledge, concept knowledge, and content knowledge in science. The curriculum includes intentional conversations and shared book readings of texts focused on science topics. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;World of Words&quot; on student outcomes. [For the Intervention Brief, see ED630041.]
World of Words. Intervention Brief. Preparing Young Children for School. WWC 2023-007
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Vocabulary Development,Preschool Education,Preschool Children,Reading Strategies,Science Education,Early Intervention,Social Services,Low Income Students,Federal Programs,Program Effectiveness,At Risk Students,Knowledge Level,Discussion (Teaching Technique),Reflection

Children who know fewer words in preschool typically continue to have lower levels of vocabulary knowledge in higher grades than their peers who know more words. In fact, this difference continues to be pronounced and even widens as these children reach higher grade levels. Interventions that support vocabulary development and reading comprehension in early childhood have the potential to improve student language development, narrowing this gap. &quot;World of Words&quot; is a supplementary curriculum used to help young children in prekindergarten develop vocabulary knowledge, concept knowledge, and content knowledge in science. The curriculum includes intentional conversations and shared book readings of texts focused on science topics. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;World of Words&quot; on student outcomes. [For the Intervention Report, see ED630040.]
National Board Certification. Longitudinal Analysis. Publication 20.23
Author: Leung, Jenny
Date: 2021-05-00
Type: Reports - Research
Subjects: School Districts,Teacher Certification,Faculty Development,Reflective Teaching,National Standards,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools

The National Board for Professional Teaching Standards' NB certification process is rigorous professional development opportunity available to teachers, counselors, and librarians that involve intensive self-reflection of their teaching practices, based on nationally established standards. This report provides a summary of AISD's National Board Certified staff as of the 2020-2021 academic year.
Career and Technical Education. Scorecard Analysis Annual Report: 2020-2021. Publication 20.27
Author: Coco, Marlena
Date: 2022-05-00
Type: Reports - Research
Subjects: School Districts,Vocational Education,Program Evaluation,Program Effectiveness,Program Implementation,Program Improvement,Alignment (Education),Credentials,Certification,Dual Enrollment,Articulation (Education),Educational Quality,Blended Learning,Access to Education,Equal Education,Economically Disadvantaged,Bilingual Education,Special Education,Gender Differences,Educational Finance

This report summarizes the results of the AISD CTE Program Analysis Scorecard for the 2020-2021 school year. The CTE Program Analysis Scorecard results focus on three components of program outcomes: (a) program alignment, (b) quality of instruction, and (c) access and equity. Program outcomes provide information about program effectiveness and help to facilitate decisions about program implementation and improvement.
Building Relationships and Student Engagement: Increasing Social Studies Teachers&apos; Racial Literacy and Self-Efficacy for Culturally Responsive Teaching Practices through Peer Coaching and Instructional Rounds
Author: Nagourney, Jessica Corinne
Date: 2023-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: High School Teachers,Social Studies,Race,Multiple Literacies,Self Efficacy,Culturally Relevant Education,Coaching (Performance),Instruction,Educational Strategies,Child Safety,Classroom Environment,Faculty Development,Learner Engagement,Interpersonal Relationship,Needs Assessment

Prior research indicates a connection between culturally responsive teaching practices and student engagement in the classroom. Color-evasive pedagogy, which can negatively impact students' understandings of content and course success, is also common in secondary social studies classrooms across the U.S. Factors contributing to color-evasive social studies pedagogy and the impact on student engagement were examined using Bronfenbrenner's ecological systems theory. A mixed-methods needs assessment (N = 11) explored how high school social studies teachers understand culturally responsive pedagogy and what strategies they use to create safe classroom spaces, a strategy identified as culturally responsive and capable of increasing student engagement. Findings indicated that, although social studies teachers in this context understood the importance of incorporating culturally responsive teaching practices, there was a need for comprehensive professional development to identify specific strategies to incorporate culturally responsive practices specifically. A 5-week professional learning program utilizing peer coaching sessions and instructional round observations was designed to increase self- efficacy for culturally responsive teaching practices. The program was evaluated through the collection of qualitative data, including pre- and post-interviews, audio-recordings of peer coaching sessions, and a self-report survey. Findings indicate that the professional learning program had a high-level of participant engagement and was associated with increased self- efficacy for culturally responsive teaching practices in social studies classrooms. The purely qualitative data allowed for a thorough analysis and understanding of participants' experiences. Limitations and implications for future research are discussed, acknowledging a need to connect teachers' self-efficacy for culturally responsive teaching practices with increased student engagement and learning.
College Readiness, Advanced Course, and Enrollment Outcomes of Graduates Who Were Ever Classified as English Learners, Class of 2018. Publication 19.17
Author: Orr, Aline
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: College Readiness,Advanced Courses,Outcomes of Education,English Language Learners,College Enrollment,Student Certification,High School Graduates,Dual Enrollment,Advanced Placement Programs

This report provides outcomes for Austin Independent School District (AISD) graduates from the Class of 2018 who were ever classified as English learners (ELs) in terms of advanced coursework, college readiness assessments, and postsecondary enrollment.
Fifth-Grade Dual-Language Students&apos; Performance on the Spanish Language Proficiency Assessment (STAMP 4Se). Austin Independent School District, 2019-2020. Publication 19.20
Author: Poulsen, Helen
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Grade 5,Elementary School Students,Spanish,Language Proficiency,Language Tests,Native Speakers,English Language Learners,Bilingual Education,Reading Skills,Reading Comprehension,Writing Skills,Speech Skills,Listening Comprehension,Computer Assisted Testing,Adaptive Testing

This report examines the Spanish language proficiency of fifth-grade students enrolled in the two-way Dual Language (DL) Program. Both native and non-native English speakers' Spanish language proficiency was assessed with the STAMP 4Se assessment in Spring 2020. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Compared to last year's scores, student performance levels on reading and listening remained the same, while performance levels for writing and speaking improved slightly.
The Impact of Virtual Bilingual Summer School on English Learners&apos; Beginning-of-Year (BOY) Performance in 2020-2021. Publication 20.16
Author: Poulsen, Helen
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Summer Schools,English Language Learners,Bilingual Education,Achievement Gains,School Readiness,Kindergarten,Grade 1,Elementary School Students,School Effectiveness,Academic Achievement,Student Evaluation,Achievement Tests,Student Characteristics

This report examines the beginning-of-year (BOY) reading performance of emergent bilingual students who attended virtual summer school in June 2020. Students' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and MAP reading assessment was compared to that of similar emergent bilingual students who did not attend the summer school program. Students who attended the virtual, bilingual summer school program outperformed the comparison group of students on most assessments.
2021 SAT Test Results Summary. Austin Independent School District: 2020-2021. Publication 20.46
Author: DeBaylo, Paige
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Test Results,High School Seniors,College Readiness,Reading Achievement,Mathematics Achievement,Writing Achievement,School Districts

This report describes SAT test results for Austin Independent School District's (AISD) graduating seniors, Class of 2021, who took the SAT any time during high school.
Leadership Development: Summary of Evaluation Findings from 2020-2021. Publication 20.41
Author: DeBaylo, Paige
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: School Districts,Principals,Assistant Principals,Personnel Selection,Administrator Education,Administrator Qualifications,Racial Differences,Ethnicity,Gender Differences,Job Applicants,Equal Opportunities (Jobs)

In 2020-2021, evaluation focused on continuing to monitor and assess the HireVue and assessment center processes in relation to AP and principal hiring practices. To help ensure that the hiring processes were operating as designed, survey feedback AP and principal candidates provided perceptions of the hiring process. Passthrough rates also indicated that participating in a preparation program (i.e., AP3 or P3) did help participants pass both the HireVue and the assessment center, and therefore increased the odds of those participants gaining a spot on the highly qualified list.
Professional Pathways for Teachers: 2020-2021 Evaluation Report. Publication 20.39
Author: DeBaylo, Paige
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: School Districts,Human Capital,Teacher Evaluation,Faculty Development,Teacher Leadership,Teacher Salaries,Compensation (Remuneration),Teacher Persistence,Elementary Secondary Education

PPfT evolved in several distinct ways in 2020-2021. PPfT PL opportunities continued to expand as a new pathway, CPI, was launched. It was also the first year all teachers automatically participated in PPfT compensation. Revising the IP and PGR rubrics in collaboration with the PPfT oversight committee was also a major implementation goal achieved in 2020-2021. PPfT continues to work toward its goal of empowering and professionalizing teachers by offering more competitive salaries, more targeted PL opportunities that align with district initiatives, and more leadership opportunities.
Education Innovation and Research Grant: Culturally Responsive Restorative Practices. Preliminary Data from Participating Schools, 2020-2021. Publication 20.37
Author: Fayles, Cason
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Educational Environment,Student Attitudes,Teacher Attitudes,Professional Development,Family Involvement,Social Emotional Learning,Discipline,Academic Achievement,Elementary Schools,Middle Schools,High Schools,School Personnel,Attitudes,Administrator Role,Principals,Parent Attitudes

Culturally Responsive Restorative Practices, an innovative framework intended to counteract discipline disparities and improve school climate and culture, entered year 3 of implementation in 2020-2021. Highlights from ten participating schools included improved perceptions of school climate by students and staff and consistent participation in professional learning and community building opportunities by staff members.
Online Reviews Are Leading Indicators of Changes in K-12 School Attributes. Technical Report
Author: Li, Linsen
Date: 2023-05-29
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Change,Educational Quality,Language Usage,Prediction,Institutional Characteristics,Socioeconomic Status,Scores,School Effectiveness,Diversity (Institutional),Leadership,School Safety,Web Sites,Reputation,Internet

School rating websites are increasingly used by parents to assess the quality and fit of U.S. K-12 schools for their children. These online reviews often contain detailed descriptions of a school's strengths and weaknesses, which both reflect and inform perceptions of a school. Existing work on these text reviews has focused on finding words or themes that underlie these perceptions, but has stopped short of using the textual reviews as leading indicators of school performance. In this paper, we investigate to what extent the language used in online reviews of a school is predictive of changes in the attributes of that school, such as its socio-economic makeup and student test scores. Using over 300K reviews of 70K U.S. schools from a popular ratings website, we apply language processing models to predict whether schools will significantly increase or decrease in an attribute of interest over a future time horizon. We find that using the text improves predictive performance significantly over a baseline model that does not include text but only the historical time-series of the indicators themselves, suggesting that the review text carries predictive power. A qualitative analysis of the most predictive terms and phrases used in the text reviews indicates a number of topics that serve as leading indicators, such as diversity, changes in school leadership, a focus on testing, and school safety.
Virtual Charter Students Have Worse Labor Market Outcomes as Young Adults. Technical Report
Author: Yoo, Paul Y.
Date: 2023-05-19
Type: Reports - Research
Subjects: Young Adults,Charter Schools,Virtual Schools,Outcomes of Education,Income,Secondary Education,Graduation Rate,College Enrollment,Enrollment Rate,Bachelors Degrees,Educational Attainment,Employment Patterns,Labor Market,Control Groups,Education Work Relationship,Grade 9,Academic Achievement

Virtual charter schools are increasingly popular, yet there is no research on the long-term outcomes of virtual charter students. We link statewide education records from Oregon with earnings information from IRS records housed at the U.S. Census Bureau to provide evidence on how virtual charter students fare as young adults. Virtual charter students have substantially worse high school graduation rates, college enrollment rates, bachelor's degree attainment, employment rates, and earnings than students in traditional public schools. Although there is growing demand for virtual charter schools, our results suggest that students who enroll in virtual charters may face negative long-term consequences.
School-Based Healthcare Can Address Children&apos;s Unmet Health Needs: Models, Evidence, and Policies
Author: Komisarow, Sarah
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: School Health Services,Access to Health Care,Child Health,Physical Health,Mental Health,Academic Achievement,At Risk Persons,Minority Group Children,Low Income Groups,Models,Elementary Secondary Education,Public Schools,Financial Support

Addressing the unmet physical and mental health needs of school-aged children in the U.S. has moved to the forefront of the emerging policy conversation about effective, school-based strategies to support students. Although some new and unique challenges regarding the physical and mental health of school-aged children can be directly attributed to the COVID-19 pandemic, policymakers and educators have long grappled with finding, funding, and implementing effective strategies to support the physical and mental health of school-aged children as means to promote their learning, growth, and development. Providing care for students' mental and physical health in a school-based setting offers the potential to meet students where they are and provide them with access to services that support their learning, growth, and development. These services can include primary care, mental health care, and urgent care, all of which can help students and their families manage and address both chronic health conditions and acute health needs. This brief describes the state of school-aged children's health and healthcare access in the U.S. and then summarizes research on the link between children's health and educational performance and on the effects of school-based healthcare. The brief concludes by presenting examples and models of school-based healthcare along with summaries of the existing evidence on their effectiveness and by discussing funding considerations.