ethanporcaro/eric-fulltext-meta huggingface dataset:
Benefits of Athletics Participation. Austin Independent School District. Publication 15.24 ES
Author: Looby, Karen
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: School Districts,Athletics,Student Participation,Middle School Students,High School Students,Attendance,Discipline,Student Behavior,Academic Achievement,Graduation Rate,High School Graduates,Student Promotion

This report describes academic benefits often experienced by AISD student athletes in middle and high schools.
Few College Students Will Repay Student Loans under the Biden Administration&apos;s Proposal. An Essay for the Learning Curve
Author: Chingos, Matthew
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: College Students,Loan Repayment,Student Loan Programs,Undergraduate Students,Low Income Students,Debt (Financial),Paying for College,Educational Policy

The new student loan repayment plan formally proposed by the Biden administration would let borrowers make lower payments and have remaining loans forgiven sooner than under current plans. Under the proposed income-driven repayment (IDR) plan, most undergraduate borrowers with typical debt levels--and nearly 90 percent of those with certificates and associate's degrees--would have at least some of their loans forgiven if they enroll in IDR. Under the newly announced plan, most undergraduates who take on typical debt loads would have at least some of their loans forgiven if they use the plan. Borrowers with certificates or associate's degrees would benefit the most, with 89 percent receiving some forgiveness and 38 percent paying nothing. The proposed IDR plan is the most generous yet, but it will make the student loan program significantly more expensive and risks encouraging students to take on more debt, which could have implications for their personal finances even if it is eventually forgiven.
2013 Senior FAFSA Submission Summary. DPE Publication 12.93 RB
Author: Looby, Karen
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,Financial Aid Applicants,High School Seniors,College Bound Students,Low Income Students,Racial Differences,Social Differences,English Language Learners

The Free Application for Federal Student Aid (FAFSA) is a financial aid application to help students and their families with the costs of college. This report summarizes FAFSA outcomes for AISD seniors in 2013.
AISD REACH Program: Summary of Findings from 2007-2008 through 2012-2013. DRE Publication No. 12.96
Author: Schmitt, Lisa
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Effectiveness,Outcomes of Education,Academic Achievement,Teaching Methods,Educational Practices,Beginning Teachers,Teacher Persistence,Compensation (Remuneration),Student Educational Objectives,Teacher Collaboration,Data Use,Reflective Teaching,Achievement Tests,Faculty Development,Peer Evaluation,Mentors,Teacher Recruitment

Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.
Three Leaks in the Massachusetts Teacher Pipeline. An Essay for the Learning Curve
Author: Rucinski, Melanie
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,Students,Teachers,Minority Group Teachers,Teacher Shortage,Evidence,High School Graduates,Vocational Interests,Teaching (Occupation),State Legislation,Data,Educational Policy,Certification,Teacher Supply and Demand

In Massachusetts, as is true nationally, teachers are less racially diverse than students. As of the 2021-22 school year, 87 percent of teachers in the state were White, compared with only 54 percent of students. In response to this disparity, Massachusetts lawmakers have proposed legislation targeting the shortage of teachers of color. In this report, the author uses data on Massachusetts K-12 public school students and teachers to provide evidence on three leaks in the teacher pipeline that policies could target to support teaching candidates of color. The sample consists of Massachusetts public school students from the high school graduating classes of 2003 to 2013 who indicated an interest in teaching by taking the state's Communications and Literacy Skills Test (CLST), which is required for teacher licensure.
Do Active-Shooter Drills Hurt Students? An Essay for the Learning Curve
Author: Estrera, Elc
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Weapons,School Safety,Safety Education,Attendance,Drills (Practice),School Violence,Emergency Programs,Correlation,Accountability,Outcomes of Education,Achievement Tests,Elementary School Students,Scheduling,Scores,Mathematics Tests,English

School shootings have been a constant looming threat for students across the US, with the number of shootings on campuses dramatically increasing in recent years. In response, schools have instituted preparedness and response measures, including school-shooter drills. This essay examines the relationship between active-shooter drills and two school accountability outcomes: attendance rates and proficiency rates on statewide end-of-year tests. There are two main results. First, in English and math, students in grades three through five who test on the school days immediately after an active-shooter drill have lower proficiency rates than their counterparts who test on the days and weeks before the drill. But proficiency rates return to typical levels as tests are administered in the weeks following the week of the drill. Second, attendance rates are slightly lower during quarters when active-shooter drills occur, relative to quarters without these drills.
School-Day Administration of the ACT® Test: Removing Barriers and Opening Doors for All Students. ACT Research. Issue Brief
Author: Allen, Jeff
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Testing,Nonprofit Organizations,Access to Education,College Readiness,College Admission,Evidence Based Practice,Educational Benefits,College Attendance,Information Sources,Barriers,Scheduling,Educational Opportunities,State Programs,School Districts,Student Characteristics,Race,Ethnicity,Low Income Students,High School Students,Gender Differences,Disproportionate Representation,Job Training,Higher Education,Decision Making,Community Colleges,Vocational Education,Advantaged

ACT is a nonprofit organization whose mission is to help people achieve education and workplace success. To help fulfill that mission, ACT offers school-day testing programs that provide all students with state- or district-funded access to its college readiness and admissions assessment, removing barriers to testing and opening doors to postsecondary opportunities. During the 2021-2022 academic year, over 1.3 million students, across all 50 states and the District of Columbia, participated in ACT school-day testing through state or district testing programs. Of these 1.3 million students, it is estimated that 59% could be considered members of underserved student populations according to at least one criterion. In this brief, the authors describe six evidence-backed benefits of school-day ACT testing: (1) Removes Barriers to Testing; (2) Increases the Number of Students Identified as College Ready; (3) Increases the Number of Students Who Are Contacted by Colleges; (4) Provides a Complete Picture for Research; (5) Leads to Improvement in College Enrollment; and (6) Provides Valuable Information to Students Navigating Different Paths.
Investigating Factors Associated with Student Use of Digital Tools for Learning. Insights in Education and Work
Author: San Pedro, Sweet Z.
Date: 2023-03-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Computer Use,Self Efficacy,Learner Engagement,Access to Computers,Poverty,Grade Point Average,High School Students,Elementary Secondary Education,Computer Attitudes,Intention,Usability,Value Judgment,Student Characteristics,Student Attitudes

With the rapid advances in technology (e.g., the internet, hardware, and software), technology-supported learning environments have widely emerged in K-16 learning and instruction. A survey found that 73% of teachers had their students use smartphones to conduct internet searches, and almost half of students reported using e-readers and tablets to complete in-class assignments (Purcell et. al., 2013). More recently, a survey of high school students (Moore &amp; Vitale, 2018) reported daily use of technology or technological devices for school-related activities, including checking grades, emailing the teacher, researching information, and using school related web-based applications. The integration of educational technology (EdTech) or digital tools into learning and instruction is essential to education success. In this study, the authors aim to examine student factors that may contribute to their usage of EdTech or digital tools for learning by looking at students' self-reported usage of a wide range of tools designed to aid students in learning activities within their schools. Students' use of different learning technologies was examined in a model with three core constructs of the Technology Acceptance Model, two external constructs (i.e., self-efficacy and cognitive engagement), and three background measures (i.e., student-computer ratio at school, poverty level at the school, and students' high school grade point average).
AISD REACH Program Update, 2012-2013: Professional Development Units. Publication 12.91
Author: Courtemanche, Marie
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Attitudes,Faculty Development,Program Effectiveness,Achievement Gains,Elementary School Teachers,Middle School Teachers,High School Teachers,Educational Practices,Teacher Behavior,Teacher Participation,Incidence,Compensation (Remuneration),Professional Development,Job Satisfaction

This report examines teachers' perceptions about Professional Development Units (PDUs), an optional component of the REACH program, as well as the effects of participation on instructional practice and student growth.
AISD REACH Program Update: Longitudinal Student Growth. DRE Publication No. 12.95 RB
Author: Schmitt, Lisa N. T.
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Program Effectiveness,Outcomes of Education,Educational Improvement,Academic Achievement,Student Educational Objectives,Achievement Tests,Achievement Gains,Success

This report describes performance for schools, classrooms, and students at AISD REACH schools, compared with that of students at similar comparison schools. Results suggest REACH likely facilitated meaningful improvements over time.
Do the Views of Students&apos; Caregivers Align with Research on the Benefits of Social and Emotional Skills? ACT Research. Data Byte
Author: Daley, Nola
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Social Emotional Learning,Intervention,Educational Benefits,Parent Attitudes,Caregiver Attitudes,Parent Child Relationship,Caregiver Child Relationship,Political Attitudes,Race,Ethnicity,Gender Differences,Socioeconomic Status,Family Income,College Readiness,Career Readiness,Academic Achievement,High School Students,College Entrance Examinations

Social and emotional (SE) skills are &quot;individual capacities that (a) are manifested in consistent patterns of thoughts, feelings, and behaviours, (b) can be developed through formal and informal learning experiences, and (c) influence important socioeconomic outcomes throughout the individual's life&quot; (Organisation for Economic Co-operation and Development, 2015, p. 34). Fortunately, students can improve their SE skills through social and emotional learning (SEL), which refers to programming designed to develop students' SE skills (Mahoney et al., 2018). Caregivers play a critical role in SEL by modeling and reinforcing their students' SE skill development. Caregivers may be more likely to participate willingly in SEL if they perceive SE skills and SEL interventions as beneficial. The current study examined the extent to which the views of caregivers align with the benefits demonstrated in past research on SE skills and SEL.
Knowledge Is Power: Ongoing Efforts to Increase Financial Aid Awareness and Access for Washington Students
Author: Washington Student Achievement Council (WSAC)
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: High School Students,College Bound Students,Student Financial Aid,Knowledge Level,Access to Information,Financial Aid Applicants,Information Dissemination,Postsecondary Education,Grants,Low Income Students,Paying for College,Student Costs

Washington has some of the strongest state financial aid programs in the country. These programs support a diverse set of educational opportunities--from certificate programs to associate and bachelor's degrees. They are available to help cover the costs of tuition for many low- and middle-income students. Washington's commitment to helping students pursue postsecondary opportunities continues to grow as state financial aid programs grow. Many more students could access financial aid by completing a financial aid application. Students must apply for federal or state financial aid with a Free Application for Federal Student Aid (FAFSA) or a Washington Application for State Financial Aid (WASFA). In 2022, only about half of high school seniors in the state completed a FAFSA. Washington historically ranks near the bottom in FAFSA completion nationally. Like other states, Washington's FAFSA completion got even worse during the COVID-19 pandemic as fewer students applied for financial aid or enrolled in postsecondary education and training. The Washington Student Achievement Council (WSAC) has led efforts to address this challenge and raise awareness about the state's many financial aid and postsecondary opportunities. This brief shares key ongoing initiatives and new strategies.
How a Mandatory FAFSA Completion Policy in Texas Could Improve College Access. An Essay for the Learning Curve
Author: Kim, Sie Won
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Graduation Requirements,Financial Needs,Access to Education,College Attendance,Barriers,Work Study Programs,Student Loan Programs,Low Income Students,College Applicants,High School Students,Educational Policy

For many high school students, the cost of attending college poses a major barrier to continuing their education. Federal student aid provided through Pell grants, work study, and loans can offer students with low incomes an avenue toward receiving a postsecondary education. But for students to be eligible for federal student aid, they need to submit the Free Application for Federal Student Aid (FAFSA) form. Many students who could benefit from federal aid often neglect to submit a FAFSA form because of various barriers, including a lack of awareness about different financial aid options, a lack of understanding about the eligibility requirements, and the FAFSA form's complexity. Despite FAFSA's potential to promote access to postsecondary education, the national FAFSA completion rate was just 53.8 percent for the high school class of 2019. To increase FAFSA completion rates, Louisiana (in 2017) and Illinois (in 2020) introduced mandatory FAFSA completion policies. Following their lead, Texas implemented a mandatory FAFSA completion policy as a graduation requirement beginning in the 2021-22 school year. Although higher education enrollment data are not yet available for 2022-23, Texas hopes that the increase in the number of students who filled out FAFSA applications will in turn create more access to financial aid and to postsecondary education. With other states in the planning stages for implementing similar policies, the early results from Texas can offer key insights on best practices when introducing their own policies.
Contribution to Society: Exploring Purpose-Driven Framing for Career Pathways
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Employers,Personnel Selection,Professional Personnel,Career Guidance,College Programs,Careers,Objectives,Career Pathways,Quality of Life,Goal Orientation,Self Concept,World Views,Employer Attitudes,Labor Needs,Recruitment,Control Groups,Career Counseling,Professional Identity,Social Capital

Today's learners are looking to explore career options that allow them to change their communities and often the language used to communicate careers and skill-building falls short of connecting a career path with a learner's passion. Similarly, while employers are searching for ways to increase dedication and retention among employees while also building a robust talent pipeline, employers are challenged to connect the skills and knowledge gained in Career Technical Education (CTE) programs to their employment needs. &quot;Contribution to Society: Exploring Purpose-Driven Framing for Career Pathways&quot; builds the case for purpose-driven framing for career advising, shares the results from preliminary research into this type of framing and lays out both implications for different populations and future work needed to validate and implement this framing. To better understand &quot;contribution to society&quot; as a frame for CTE, Advance CTE commissioned focus groups of both CTE and non-CTE learners at different levels and conducted in-depth interviews with business professionals responsible for hiring across six industries. Advance CTE's preliminary research shows that: (1) Titles and descriptions of programs of study or industry sectors alone are insufficient for effective advising; (2) Employers often misunderstand titles and descriptions of CTE programs or pathways and that these descriptions of programs do not consistently align with descriptions of their work; and that (3) The most effective framing of a program of study--for both learners and employers--links a learner's contribution to society to their career goals. This resource was made possible through the generous support of the Bill &amp; Melinda Gates Foundation. Additional appreciation goes to Edge Research for participant recruitment and focus groups and interview facilitation.
Adequately Funding Low-Income Students: Options for Michigan Policymakers. An Essay for the Learning Curve
Author: Singer, Jeremy
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Low Income Students,Educational Finance,Educational Policy,Funding Formulas,Student Needs,Educational Needs,Disadvantaged Youth,Poverty,Family Income,Migrants,Foster Care,Homeless People

Michigan policymakers and advocates are calling on the state to adopt a new school funding formula that provides additional funding to students with greater educational need, such as students with greater economic need. For Michigan students who have been identified as economically disadvantaged, at least a 35 percent weight is necessary for schools and districts to support those students' academic progress and material and social-emotional well-being. Yet some of these low-income students face greater economic need, and districts with the highest concentrations of economic disadvantage serve many more students in poverty and deep poverty. A poverty-based measure would require new administrative data linkages to implement, but it would most directly target the highest-need students. If policymakers prefer to more heavily target funds at the highest-poverty districts (or if linking tax and education data is not feasible), a concentration-based measure is an alternative. In either case, a fully funded high-need weight is necessary to ensure adequate funding for these students. There are other considerations for Michigan policymakers as they specify a high-need weight in its framework: (1) policymakers should calculate the total costs of a new funding formula with a high-need weight included; and (2) states need to identify individual students' household incomes. Finally, in addition to a new high-need measure, the state could use existing indicators that clearly signal greater economic need. Students identified as being homeless, being a migrant, living in foster care, or being in a family receiving Temporary Assistance for Needy Families benefits could be automatically identified as high need, as these all directly indicate adverse economic experiences.
Braving the Storm: A Hermeneutic Phenomenological Study on Teachers in Class Management
Author: Bojos, Mearry Jane T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Hermeneutics,Phenomenology,Classroom Techniques,Secondary School Teachers,Student Behavior,Teacher Student Relationship,Job Satisfaction,Teacher Attitudes,Positive Attitudes,Stress Variables

Teachers in managing their class has always something to recount about their positive and negative experiences that usually occurred in the classroom. These positive and negative experiences affected the holistic disposition of teachers thus, in every small group discussion -- both formal and informal, their predicaments regarding their experiences on class management were the primary topic. For this reason, this hermeneutic phenomenological qualitative study focuses on the experiences of the teachers and reflect upon the lived experiences of teachers in class management. This study utilized the criterion sampling where ten participants were selected from the teachers of Grade 7 to Grade 10. The data were gathered using semi-structured interview and were analyzed using the Interpretative Phenomenological Analysis. The findings of this study demonstrated that teachers were bombarded with problems which cause them to lose their patience. These problems were on the behavior of the students. However, teachers recognized their role in the classroom and provided insightful innovation on combatting the problematic behavior of the students. Considering the management strategy and the personality of the teacher, they were able to realize that even if teaching is a tedious and arduous profession, teachers were still grateful because of their inspiration imparted, happy memories collected, and self-development gained from a fruitful experience in class management.