ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Behavior Support Evaluation, 2004-2005. Publication Number 04.15
Author: Christian, Cinda
Date: 2006-04-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Program Implementation,Program Evaluation,Student Behavior,Elementary Secondary Education,Outcomes of Education,Educational Environment,Teacher Student Relationship,Student Attitudes,School Safety,Intervention,Elementary School Students,Middle School Students,High School Students,Discipline,Drinking,Smoking,Drug Use

Following pilot implementation in 2003-2004, a cohort of 16 AISD schools received district support for the implementation of Positive Behavior Support (PBS) on their campuses in 2004-2005. The results of the evaluation suggest that by spring 2005, most schools had created representative PBS teams, established clearly defined behavioral expectations, developed on-going systems for rewarding behavioral expectations, and implemented systems for responding to behavioral violations.
Title V, Part A Summary Report: 2004-2005. Publication Number 04.06
Author: De La Ronde, Chris
Date: 2005-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Educational Finance,Educational Improvement,Mental Health Workers,Library Materials,Library Services,School Libraries,Mentors,Tutors,Educational Facilities,Positive Behavior Supports,Bilingual Education,Educational Administration,Evaluation,Resource Allocation,Elementary Secondary Education,Public Schools,Private Schools

This report summarizes evaluation results for AISD's federally-funded Title V, Part A innovative program activities for the 2004-2005 school year.
Exploring Equity Issues: Educators as Bystanders--Recognizing and Responding to Teen Dating Violence
Author: Nordhoff, Kaity
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: High School Students,Dating (Social),Violence,High School Teachers,School Personnel,Teacher Role,Intervention,Prevention,Equal Education,Educational Policy,Language Usage,Family Violence,Sexual Abuse,Rape,Counseling Services,Information Dissemination

According to the CDC, 1.5 million high school students experience dating abuse annually. High school students who have been physically hurt by a partner earn grades of C or D twice as often as grades of A or B. They are 25% more likely to drop out of high school than their non-abused peers. Over a lifetime, victims of dating abuse experience a 20% reduction in earnings, and are more likely than their non-abused peers to smoke, use drugs, become pregnant as a teenager, develop eating disorders, and consider or attempt suicide. Teachers and other school personnel can help interrupt and prevent further violence.
Title V, Part A Summary Report: 2005-2006. Publication Number 05.04
Author: De La Ronde, Chris
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: School Districts,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Finance,Federal Aid,Expenditures,Resource Allocation,Program Descriptions,Mental Health Programs,Values Education,Mentors,Private Schools,Delinquency,Tutorial Programs,Partnerships in Education,Faculty Development,Positive Behavior Supports,Grants,Program Evaluation

This report summarizes AISD's use of federal Title V, Part A - Innovative program funds during the 2005-2006 school year.
Reimagining the Teacher Role: How Some Large and Urban Districts Are Enhancing Appeal, Addressing Shortages
Author: Chu, Lisa
Date: 2023-04-00
Type: Reports - Research
Subjects: Teacher Role,School District Size,Suburban Schools,Teacher Recruitment,Teacher Shortage,Educational Strategies,Educational Change

The exact cause of teacher shortages is unknown. Some experts argue that shortages are localized, while others say that the lack of teachers is due to low unemployment and other factors. Regardless, school systems face big challenges with their teacher workforce, including finding enough teacher candidates and retaining the teachers they have, as well as filling specialized positions. These challenges require school systems to make changes to the role of the teacher. This brief identifies eight categories of strategies that school systems are using to reimagine their teacher workforce, then assesses the extent to which large and urban districts have adopted these strategies. Of the 100 large and urban school systems examined for this brief, 97 had strategies to address workforce challenges. But fewer than one in three of those districts were pursuing workforce strategies the authors would define as new or imaginative--and most focused on recruiting more candidates.
Measuring Pupil Disadvantage: The Case for Change. Report of an Expert Roundtable to Discuss the Available Options. Discussion Note
Author: Sharp, Caroline
Date: 2023-04-00
Type: Reports - Research
Subjects: Disadvantaged,Measurement Techniques,Achievement Gap,Educational Attainment,Pandemics,COVID-19,Outcomes of Education,Access to Education,School Closing,Specialists,Educational Policy,Educational Research,Family Income,Futures (of Society),Eligibility,Foreign Countries,Social Differences,Lunch Programs,Identification,Academic Achievement,Comparative Analysis,Policy Formation,Low Income Students

There is a large and long-standing gap in education outcomes between pupils from economically disadvantaged backgrounds and their peers in England (EEF, 2018; Hutchinson et al., 2020). Although there is some evidence of improvement since 2011, the gap has widened recently, largely as a result of school closures during the COVID-19 pandemic (Tuckett et al., 2022; Howard et al., 2021; Rose et al., 2021). The Government is committed to improving outcomes for disadvantaged pupils (HM Treasury, 2021). The disadvantaged pupils' attainment gap is a key metric to assess progress in narrowing the gaps between disadvantaged pupils and their peers. To discuss the implications and suggest the best ways forward, the National Foundation for Educational Research (NFER) convened a roundtable in summer 2022 of experts involved in policy and research on economic disadvantage and education. This followed on from prior research by NFER exploring these issues in detail. The roundtable discussion informed the development of three key policy recommendations: (1) The Government should explore the feasibility of establishing a household income-based measure of disadvantage for the future; (2) The Government should explore the feasibility of introducing a 'continuity measure' of disadvantage from 2024 onwards. This would be based on the underlying eligibility criteria for FSM, and remove the effect of the transitional arrangements; and (3) The Government should consider replacing the current rank-based disadvantaged pupils' attainment gap measure with a simpler metric based on average point scores. [For &quot;Investigating the Changing Landscape of Pupil Disadvantage: Exploring the Implications of the Pandemic and the Roll-Out of Universal Credit on Measures of Pupil Disadvantage, the Attainment Gap and School Funding,&quot; see ED618981.]
Exploring Equity Issues: Putting and Keeping Equity at the Center in Education--During COVID-19 and Beyond
Author: Villani, Susan
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Equal Education,Minority Group Students,Educational Planning,Public Schools,Elementary Secondary Education,Accountability,LGBTQ People,Social Emotional Learning,Bilingual Students,Racism,Social Justice

In the past few months, the COVID-19 pandemic has further exposed the deep inequities in our society. After experiencing months of limited education, the effect on students will include extensive learning gaps, particularly for at-risk students. As students return to school, educators need to keep equity at the center of their focus and actions. This report discusses the state of children in the U.S. as well as the impact of the pandemic on students. It also includes a case study of Portland Public Schools, lessons from educators to keep equity at the center of planning and actions, and discussion questions.
Exploring Equity Issues: Racial Parity--The Need for a Diverse Teacher Workforce
Author: MAEC, Inc., Center for Education Equity (CEE)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Minority Group Teachers,Diversity (Faculty),Equal Education,Elementary Secondary Education,Public Schools,Teacher Recruitment,Males

What's the likelihood that a student of color will have the opportunity to learn from a teacher of color? Currently, teachers of color make up approximately 18% of the United States' total teaching force. Students of color make up 54% of the total student population. Racial parity is part and parcel of a greater commitment to equity--equitable composition and cultural representation, equitable access to a high quality and effective education, and equitable learning outcomes for PK-12 students of color that have long been marginalized. This report describes the state of teacher diversity in public schools and provides strategies on how to recruit a diverse workforce. [This report was adapted from an article written by Jacob Easley II.]
Community Schools in Wisconsin: Guidebook. A Resource for Starting and Improving Community Schools
Author: Eversole, Oriana
Date: 2023-00-00
Type: Guides - General
Subjects: Community Schools,Program Implementation,Educational Policy,Interprofessional Relationship,Social Networks,Models,Program Improvement,Educational Planning,Success,Educational Finance,Partnerships in Education

The primary purpose of this guidebook is to support a learning community that promotes the growth, quality, and sustainability of Community Schools across Wisconsin. This document provides an overview of Community School models and supports, including: a list of the current districts implementing Community Schools in Wisconsin; information on how to connect with others who are doing this work across the state; a summary of Community Schools policy examples and opportunities; funding available for Community Schools; and tips on how to get started, or, for those already implementing the Community Schools model, to learn and improve. This guidebook is intended for district and school leaders who are in earlier stages of Community Schools planning as well as those in implementation stages. In addition, advocates for Community Schools and policy can use this guidebook to get a better sense of the landscape of Community Schools in Wisconsin.
Expanding Summer Learning and Enrichment Opportunities for Michigan&apos;s Students through Partnerships: Conversations with Districts and Community-Based Organizations. A Region 8 Comprehensive Center Report
Author: Dwyer, Chris
Date: 2022-07-00
Type: Reports - Research
Subjects: Summer Programs,Community Programs,Partnerships in Education,Barriers,Individual Development,State Departments of Education,Elementary Secondary Education,Emergency Programs,Federal Aid,COVID-19,Pandemics,Educational Finance,School Districts,After School Programs

The Region 8 Comprehensive Center (Region 8 CC) team joined Michigan's Statewide Summer Learning Network (SSLN) to provide support in furthering the goals of increased access, participation, and quality for summer learning and enrichment opportunities. The team's initial work for the SSLN was a series of listening sessions with representatives from school districts and community-based summer program providers across the state during winter 2022. In response to the primary concerns of SSLN members, the listening sessions were designed to gather information about the current state of partnerships, the barriers and challenges facing programs, and how statewide organizations could best support local programs. In addition, we were interested in knowing more about the configurations and benefits of summer programs, unique solutions for challenges, and perspectives about the feasibility of common data reporting about summer experiences. This report is organized in sections, which correspond to the major topics of the inquiry, and are designed to be self-standing for discussion purposes: (1) The Special Role of Summer and Out-of-School Programming in Youth Development; (2) Challenges, Barriers … and Some Partnership Solutions; (3) Keys to Partnerships; and (4) Roles for the State Education Agency. The report concludes with a summary and ideas for next steps.
Online Exams: An Opportunity or a Threat?
Author: Hebebci, Mustafa Tevfik
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Student Evaluation,Learning Management Systems,Test Reliability,Test Validity,Asynchronous Communication,Synchronous Communication,Electronic Learning,Blended Learning,Alternative Assessment,Cheating,Foreign Countries

Due to the impact of the COVID-19 pandemic, online exams have become an indispensable part of distance education. Measurement and evaluation, one of the most essential parts of education, has become more controversial with distance education. Contrary to traditional assessment and evaluation, online assessment and assessment is usually carried out as assignments, projects or online exams given to students through the learning management system. In the absence of a supervision mechanism or live supervisors in the learning management system, exams are conducted without supervision. This is where online exams are the most controversial. Many instructors find unsupervised exams insufficient in terms of reliability and validity. Contrary to these negative thoughts, some educators consider an essential opportunity for an effective online exam to be more flexible than traditional exams, to be reported in detail in a short time, and to prevent paperwork. In this research, online exams were evaluated comprehensively. In this context, the opinions of the lecturers were consulted. The research results carried out by qualitative methods were discussed with the studies in the literature, and some suggestions were presented. [This chapter was published in: &quot;Current Studies in Educational Disciplines 2022,&quot; edited by M. T. Hebebci &amp; O. Yilmaz, ISRES Publishing, 2022, pp. 87-117.]
Equitable Access: Case Studies on Reducing Racial Isolation through Socioeconomic Integration. A Guide for Administrators
Author: Madison-Harris, Robyn
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Inclusion,Student Diversity,Public Education,Socioeconomic Status,Race,Social Isolation,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,School Districts,Kindergarten,Elementary Secondary Education,Racial Segregation,Case Studies,Academic Achievement,Educational Planning,Educational Practices,Guides,Educational Administration,Racial Integration,Strategic Planning,Magnet Schools,Charter Schools,School Community Relationship

While U.S. public education is experiencing an increase in student body size and diversity, there is also an increase in racial and socioeconomic isolation. Participation rates among White students are decreasing as rates among Latine and Asian American and Pacific Islander students increase, and Black student participation rates hold steady. Schools, districts, and communities must be prepared to address these two forms of segregation to ensure equity and success for all students. &quot;Equitable Access: Case studies on reducing racial isolation through socioeconomic integration&quot; gives education leaders and teams examples of district-level socioeconomic integration efforts in New York, Kentucky, North Carolina, and Texas. These examples supplement MAEC's &quot;Advancing Racial &amp; Socioeconomic Diversity Playbook&quot; [ED627812] and present different approaches, considerations, plans, and results.
Advancing Racial &amp; Socioeconomic Diversity Playbook. A Guide for Administrators
Author: Hofer, Terrence J.
Date: 2022-09-00
Type: Guides - Non-Classroom
Subjects: Guides,Student Diversity,Race,Socioeconomic Status,Equal Education,Hispanic American Students,Pacific Islanders,Asian American Students,White Students,Racial Segregation,Educational Planning,School Districts,Kindergarten,Elementary Secondary Education,Worksheets,Academic Achievement,Educational Practices,African American Students,Social Isolation,Inclusion,Public Schools,Racial Integration,Strategic Planning

While U.S. public education is experiencing an increase in student body size and diversity, there is also an increase in racial and socioeconomic isolation. Participation rates among White students are decreasing as rates among Latine and Asian American and Pacific Islander students increase, and Black student participation rates hold steady. Schools, districts, and communities must be prepared to address these two forms of segregation to ensure equity and success for all students. &quot;Advancing Racial &amp; Socioeconomic Diversity Playbook&quot; provides a comprehensive integration planning guide with tools to help build inclusive teams, analyze segregation in your district, and refine plans. The planning guide and worksheets offer teams opportunities to review racial and socioeconomic issues side-by-side and together. The Playbook is supplemented by MAEC's &quot;Equitable Access: Case studies on reducing racial isolation through socioeconomic integration&quot; [ED627811] which presents different approaches, considerations, plans, and results.
Creating New Futures for Newcomers: Lessons from Five Schools That Serve K-12 Immigrants, Refugees, and Asylees
Author: Berliner, BethAnn
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Immigrants,Refugees,Educational Strategies,Curriculum Development,Faculty Development,Social Emotional Learning,Child Health,Family School Relationship,School Community Relationship,Student Adjustment,Success,Transitional Programs

Given the influx of immigrants and refugees over the past several years, newcomer students are found in the classrooms of small towns, suburbs, and big cities across the country and they bring with them a world of culturally diverse experiences and knowledge. Newcomers face myriad challenges to adapt and succeed in their new home and schools. They must learn how to navigate a new culture socially, master a new language, and adjust to a new, and typically different, educational system. Many of these students enter our schools with little or no formal education or fluency in English. Some have fled terrible conditions in their homelands. Others are here without their families. Despite these challenges, all share dreams of being successful students and productive members in our communities, while remaining linked to their cultures and native languages as they become first generation Americans. To help make these dreams come true, we searched for &quot;bright spots,&quot; schools that offer promising and effective strategies for newcomers in K-12 classrooms. In this report, we focus on five very different schools that serve newcomers, each offering promising strategies, proven approaches, and fresh ideas that can benefit all educators, but especially those who work with immigrant and refugee students. We discuss curriculum and instruction, professional learning, school orientation, social-emotional and health support, and ways to partner with newcomer families and communities. We learn how newcomer schools assist students to adjust and thrive.
Exploring Equity Issues: How ESSA Provides the Opportunity to Target Inequitable Education Practices and Outcomes
Author: Rouland, Karmen
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Achievement Gap,Academic Achievement,Minority Group Students,Teaching Methods,Barriers,Student Needs,Race,Poverty,Educational Resources,Homeless People

Education policy has the potential to eradicate opportunity and achievement gaps. For those on the ground enacting policy, however, it can be difficult to translate it into optimal strategies for helping all students achieve. The Every Student Succeeds Act (ESSA) is a way for state education agencies (SEAs), local education agencies (LEAs), and educators to undo the social and policy inequalities and practices that have contributed to the achievement gap between students of color and white students. This brief highlights some of the key ESSA provisions that provide opportunities for SEAs and LEAs to forge a path towards equity.
VET Delivery in Regional, Rural and Remote Australia: Barriers and Facilitators. Research Report
Author: Griffin, Tabatha
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Rural Areas,Vocational Education,Affordances,Barriers,Educational Needs,Costs,Training,Financial Support,Delivery Systems,Partnerships in Education,Labor Force Development,Job Training,Regional Planning,Job Skills,Organizations (Groups)

Delivering training in regional, rural and remote (RRR) Australia is not easy. Australia is a large, diverse country, and ensuring that training is suited to individual locations, which are unique in their landscapes, economies, industries and cultures, is challenging. There is an ongoing policy interest in making sure that the vocational education and training (VET) sector is serving the needs of regional, rural and remote Australia. VET has a key role to play in regional development through its dual function of developing individuals and providing skills to industry. This research investigates how the training sector could better meet the needs of regional, rural and remote (RRR) Australia. It explores how various stakeholders in the vocational education and training (VET) system understand local skills needs, along with the barriers faced by registered training organisations (RTOs) when delivering training in such locations.
2023 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2023-03-10
Type: Reports - Evaluative
Subjects: Higher Education,State Government,Academic Persistence,Academic Degrees,Educational Attainment,Brain Drain,Annual Reports,Comparative Analysis,College Graduates,Enrollment Trends,School Holding Power,Graduation Rate,Outcomes of Education,Gender Differences,Age Differences,Time to Degree

The &quot;2023 Nebraska Higher Education Progress Report&quot; is the latest edition of the annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. [For the &quot;2022 Nebraska Higher Education Progress Report,&quot; see ED619079.]