ethanporcaro/eric-fulltext-meta huggingface dataset:
Technical Appendix for: Progress towards Pandemic Recovery--Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year. Technical Brief
Author: Kuhfeld, Megan
Date: 2022-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Reading Achievement,Mathematics Achievement,Achievement Gains,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,At Risk Students,Minority Group Students,Low Income Students,Summer Programs,Racial Differences,Ethnicity,Poverty

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, &quot;Progress toward Pandemic Recovery: Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year&quot; (ED627355). The two main research questions investigated in this brief are: (1) How do summer learning patterns in summer 2022 compare to a pre-pandemic summer? and (2) Do researchers continue to see signs of test scores rebounding at the start of the 2022-23 school year? The data for this study are from the NWEA anonymized longitudinal student achievement database.
Title VI Summary. 2001-2002. Publication Number 01.03
Author: Huskey, Barton
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Aid,Preschool Education,Educational Change,Educational Improvement,At Risk Students,School Districts,Educational Finance,School Libraries,Library Materials,Itinerant Teachers,Specialists,Library Personnel,Mentors,Volunteers,Reading Teachers,Private Schools,Delinquency

Title VI provides federal funds to states under the &quot;Elementary and Secondary Education Act of 1965&quot; (ESEA) as amended by &quot;Public Law 103-382&quot; in 1994. Title VI is intended to contribute to the improvement of elementary (including preschool) and secondary educational programs in both public and private nonprofit schools and institutions. According to Public Law 103-382, Title VI, Section 6001 (b), the purpose of Title VI programs is to: (1) support local education reform efforts which are consistent with and support statewide reform efforts under Goals 2000: Educate America Act; (2) support state and local efforts to accomplish the National Education Goals; (3) provide funding to enable state and local educational agencies to implement promising educational reform programs; (4) provide a continuing source of innovation and educational improvement, including support for library services and instructional and media materials; and (5) meet the special educational needs of at-risk and high-cost students. This report summarizes the Austin Independent School District's (AISD's) evaluation results for the federally-funded Title VI program during the 2001-2002 school year.
Career and Technology Education Program Evaluation Report, 2000-2001. 00.21
Author: Austin Independent School District (AISD)
Date: 2001-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Student Characteristics,Attendance,Academic Achievement,Academic Persistence,Credits,Student Participation,High School Students,Career Guidance,Middle Schools,High Schools,Financial Support,Middle School Students,Enrollment Trends

This report summarizes the school year 2000-2001 program evaluation results of the AISD Career and Technology Education Program.
Teachers and Beyond: A Mapping of Prominent Education Workforce Tools and Frameworks. Working Paper
Author: Göttelmann, Gabriele
Date: 2022-05-00
Type: Information Analyses
Subjects: Labor Force Development,Educational Quality,Teacher Effectiveness,Technical Support,Partnerships in Education,Educational Strategies,Teacher Improvement,Educational Assessment,Teaching (Occupation),Educational Policy,Educational Objectives,International Education,Evaluation Methods,Teacher Surveys,Administrator Surveys,Guides,Foreign Countries,International Organizations

The Global Partnership for Education's (GPE) interest in broader education workforce issues is situated within the context of the partnership's current strategic plan (GPE 2025), which recognizes &quot;quality teaching&quot; as a priority area within a wider system transformation agenda. GPE's work includes providing technical support in this area for the benefit of country operations, including the development and/or dissemination of tools and guidelines. Some GPE partner countries have shown particular interest in diagnostic or analytical tools to better understand the scope of their challenges related to quality teaching and the broader education workforce. Guidance in diagnosing the challenges of the education workforce and leveraging its potential for strengthened teaching and learning would be useful especially for those involved in preparing education sector plans or strategies, or specific programs aimed at improving teaching and learning. This paper: (1) Analyzes the guidance that prominent existing international frameworks and tools can provide for diagnosing challenges and strengths related to teachers and the broader education workforce. Special attention is given to tools dealing with teachers, teaching and learning and/or related policies and management, and for which several country applications have been reported. Challenges concerning the implementation and use of these tools are also explored tentatively through a set of interviews with professionals involved in their application and/or monitoring; (2) Attempts to identify the main gaps and challenges that remain to be addressed as regards the contents, methodology and implementation of future education workforce diagnostics; and (3) Suggests possible directions and considerations for the development of future education workforce diagnostic tools.
Monitoring the Future National Survey Results on Drug Use, 1975-2022: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2023-01-00
Type: Reports - Research
Subjects: Substance Abuse,Adolescents,COVID-19,Pandemics,Research Methodology,Marijuana,Inhalants,Lysergic Acid Diethylamide,Drug Abuse,Narcotics,Cocaine,Stimulants,Drinking,Alcohol Abuse,Smoking,Incidence,Grade 8,Grade 10,Grade 12,Secondary School Students,Student Attitudes

Monitoring the Future (MTF) has become one of the nation's most relied upon scientific sources of valid information on trends in use of licit and illicit psychoactive drugs by U.S. adolescents, college students, young adults, and adults up to age 60. During the last four decades, the study has tracked and reported on the use of an ever-growing array of such substances in these populations of adolescents and adults. The annual MTF series of monographs is one of the primary mechanisms through which the new epidemiological findings are reported. Findings from the inception of the study in 1975 through 2022 are included--the results of 48 national in-school surveys and 46 national follow up surveys. MTF has conducted in-school surveys of nationally representative samples of: (1) 12th grade students each year since 1975; and (2) 8th and 10th grade students each year since 1991. In addition, beginning with the class of 1976, the study has conducted follow up surveys of representative subsamples of the respondents from each previously participating 12th grade class. These follow up surveys now continue well into adulthood, currently up to age 60. MTF is designed to detect age, period, and cohort effects in substance use and related attitudes. Age effects are similar changes at similar ages seen across multiple class cohorts; they are common during adolescence. Period effects are changes that are parallel over a number of years across multiple age groups (in this case, all three grades under study--8, 10, and 12). Cohort effects are substance use behaviors or attitudes that distinguish a class cohort from others that came before or after them and are maintained as the cohort ages. The survey results divide cleanly into the time periods before and after the onset of the COVID-19 pandemic. All surveys in 2020 were completed before March 15, when data collection was halted due to pandemic concerns. Consequently, results from 2020 and previous years are pre-pandemic, while results from 2021 and 2022 took place after the onset of the pandemic and the associated national response. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2021: Overview, Key Findings on Adolescent Drug Use,&quot; see ED618240.]
Teacher Prep Review: Reading Foundations. Technical Report
Author: National Council on Teacher Quality
Date: 2023-01-00
Type: Reports - Research
Subjects: National Competency Tests,Reading Achievement,Reading Instruction,Scores,Achievement Gap,Grade 4,Teacher Effectiveness,Teacher Education Programs,Standards,Teaching Methods,Reading Programs,Program Effectiveness,Educational Change,Evidence Based Practice,Scoring,Interrater Reliability,Elementary School Teachers,Advisory Committees,English Language Learners,Native Language,English,Nonstandard Dialects,Reading Difficulties,Student Characteristics,Meetings,Specialists,Course Descriptions,Licensing Examinations (Professions)

Up until 2020, National Assessment of Educational Progress (NAEP) reading scores had increased only slightly since the early 1990s with large achievement gaps for students of color and students living in poverty. Modest gains in fourth grade reading proficiency since 1992 were erased during the pandemic. The insufficient progress in reading even before the pandemic suggests that teachers need more and better instruction in how to teach reading. In response, the National Council on Teacher Quality (NCTQ) revised its &quot;Teacher Prep Review&quot; Reading Foundations standard (formerly known as the Early Reading standard) to address advances in research and the rigor of the standard. This revised standard seeks to better reflect the field's expectations for preparation programs in teaching aspiring teacher how to teach reading, better identifying those programs that excel in preparing aspiring teachers in this area, and clearly indicating the areas of improvement needed by teacher preparation programs to improve teacher efficacy in teaching reading. The revision of the NCTQ Reading Foundations standard also updates the indicators of what programs are teaching (referred to as instructional approaches)--&quot;Instructional Hours,&quot; &quot;Objective Measures of Knowledge,&quot; &quot;Practice/Application,&quot; and &quot;Background Materials.&quot; NCTQ revised the Reading Foundations standard to reflect current research on scientifically based reading instruction and on the knowledge and skills needed by teachers. This report details the process to revise the Reading Foundations standard.
Title I Evaluation Report, 2001-02. Publication Number 01.04
Author: Doolittle, Martha
Date: 2002-09-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Federal Aid,Low Income Students,Parent Participation,Grants,Educational Legislation,Elementary Secondary Education,Federal Legislation,At Risk Students,Intervention,Summer Programs,Student Characteristics,Homeless People,Teacher Competencies,Teacher Attitudes,Academic Achievement,Expectation,School Personnel,Attitudes,Public Schools,Private Schools,Educational Finance,Racial Differences,Ethnicity,Alternative Assessment,Students with Disabilities,English Language Learners,Accountability,Immigrants

AISD used $13,541,075 federal Title I funds during school year 2001-2002 to serve low-income students and support district parent involvement and other grant activities. This report summarizes evaluation information available for that school year.
AISD&apos;s Title I (Part C) Migrant Education Program. Summary Report 2001-2002. Publication Number 01.08
Author: Washington, Wanda
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Federal Aid,Migrant Children,Migrant Education,Access to Education,School Districts,Preschool Education,Pupil Personnel Services,Academic Achievement

This report summarizes evaluation information for AISD's federally-funded Title I, Part C Migrant Education program for school year 2001-2002.
21st Century Skills: What Potential Role for the Global Partnership for Education? A Landscape Review
Author: Vivekanandan, Ramya
Date: 2020-01-00
Type: Reports - Research
Subjects: 21st Century Skills,Partnerships in Education,Evidence Based Practice,Educational Policy,Accountability,Global Approach,Foreign Countries,Teaching Methods,Skill Development,Educational Finance,Financial Support,Definitions,Guidelines,International Assessment,Cross Cultural Studies,Developing Nations,Strategic Planning,Achievement Tests,Elementary Secondary Education

This report considers the role that the Global Partnership for Education (GPE) could take in supporting partner countries in embedding 21st-century skills or equivalent within their education systems. The report recommendations consider the different levers that GPE can use as well as the core principles underlying GPE's work, including evidence-based policy dialogue, country ownership, harmonization and aid alignment, and the promotion of mutual accountability. As GPE develops its next strategic plan, this report can serve as a reflection of the current landscape as well as a think piece in considering how best to support partner countries and the wider partnership in aspirations toward ensuring that children and young people are equipped with the broad range of skills that they need to be active, engaged and productive members of their communities, countries and the globalized world more broadly.
Strengthening Early Childhood Care and Education. A Knowledge and Innovation Exchange (KIX) Discussion Paper
Author: Aboud, Frances
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Developing Nations,Financial Support,Partnerships in Education,International Cooperation,Educational Improvement,Outcomes of Education,Educational Quality,Quality Assurance,Educational Policy,Policy Formation,Resource Allocation,Educational Planning,Family School Relationship,School Community Relationship,Standards,Curriculum Development

The purpose of this paper is to describe the current landscape in early childhood care and education and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support the engagement and consultation of developing country partners and technical experts in the initial design of the GPE Knowledge and Innovation Exchange. The ideas presented in the initial version of the paper served as a starting point for discussion and were modified significantly based on the consultation process, resulting in this updated version.
Texas Takes on Transfer Grants: Interim Impacts of the Texas Transfer Grant Pilot Program on Student Transfer
Author: Diamond, John
Date: 2023-03-00
Type: Reports - Research
Subjects: Grants,College Transfer Students,Pilot Projects,Universities,Financial Support,Community Colleges,Two Year College Students,Academic Achievement,Program Descriptions,Comparative Analysis,Low Income Students,Enrollment Trends,Trend Analysis,Decision Making,Program Evaluation,Student Characteristics,Program Implementation,Transfer Rates (College)

Transferring to a four-year institution is an important pathway to student success. Many students who enroll in community college intend to transfer to a four-year institution and subsequently earn a bachelor's degree. However, few students ultimately do, with low-income students transferring at lower rates than their peers. The Texas Transfer Grant Pilot Program was created by the Texas Higher Education Coordinating Board (THECB) to improve the transfer rates of students from two-year to four-year institutions in Texas. The pilot program offered $5,000 grants to community college students who performed well academically, came from low-income backgrounds, and transferred to a public four-year institution. MDRC's evaluation of the program, conducted in partnership with the THECB, used Texas statewide administrative data to identify and randomly assign about 90,000 eligible students. Students were assigned to either a program group (whose members were notified they were eligible to receive the grant for the fall 2022 semester) or a control group (whose members did not receive a Texas Transfer Grant offer but who could seek business-as-usual financial aid resources). Students assigned to the program group were informed of the opportunity to receive a grant via email and hard-copy letters. This brief answers the following two primary questions: (1) Does offering the Texas Transfer Grant to community college students affect their enrollment rates at four-year higher education institutions in Texas? and (2) What do community college students think--and how do they feel--about the Texas Transfer Grant offer, particularly with respect to their decision to transfer to a four-year institution? Although additional research is needed to fully understand the impact of the grant offer, early findings indicate that the pilot program increased the proportion of students who enrolled in Texas public four-year institutions. [For the supplement, &quot;Differential Impacts on Fall 2022 Enrollment at Any Four-Year Institution. A Supplement to Texas Takes on Transfer Grants,&quot; see ED627376.]
Differential Impacts on Fall 2022 Enrollment at Any Four-Year Institution. A Supplement to &quot;Texas Takes on Transfer Grants&quot;
Author: Diamond, John
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Grants,College Transfer Students,Pilot Projects,Two Year College Students,Community Colleges,Universities,Transfer Rates (College),Financial Support,Academic Achievement,Program Evaluation,Eligibility,Comparative Analysis,Identification,Low Income Students,Enrollment Trends,Student Characteristics

This is the supplement to the report, &quot;Texas Takes on Transfer Grants: Interim Impacts of the Texas Transfer Grant Pilot Program on Student Transfer.&quot; The Texas Transfer Grant Pilot Program was created by the Texas Higher Education Coordinating Board (THECB) to improve the transfer rates of students from two-year to four-year institutions in Texas. The pilot program offered $5,000 grants to community college students who performed well academically, came from low-income backgrounds, and transferred to a public four-year institution. MDRC's evaluation of the program, conducted in partnership with the THECB, used Texas statewide administrative data to identify and randomly assign about 90,000 eligible students. Students were assigned to either a program group (whose members were notified they were eligible to receive the grant for the fall 2022 semester) or a control group (whose members did not receive a Texas Transfer Grant offer but who could seek business-as-usual financial aid resources). Students assigned to the program group were informed of the opportunity to receive a grant via email and hard-copy letters. [For the full report, see ED627375.]
Gen Z in the Room: Making Public Media by and with Youth for the Future
Author: Madden, Mary
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Age Groups,Mass Media,Youth,Audiences,Participation,Media Literacy,Programming (Broadcast),Television,Radio,Employees,Adults,Employee Attitudes,Design,Generational Differences

&quot;Gen Z in the Room: Making Public Media By and With Youth for the Future&quot; summarizes insights from 30 in-depth interviews with stakeholders involved in public media youth projects across the country, including professionals within the stations and young adults who participated in station projects when they were younger. The report documents what public media stations have learned from these youth projects over time. By looking at the various ways participants have thought about, approached, and experimented with youth engagement, the public media system can develop more thoughtful strategies for serving and providing a platform for this missing middle audience.
A Snapshot of How New Jersey&apos;s Working Parents Managed Work, School, and Home during the COVID-19 Pandemic
Author: Harrington, Laurie
Date: 2022-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Employed Parents,School Closing,Parent Responsibility,Electronic Learning,Teleworking,Parent Attitudes,Family Environment,Employers,School Districts,Policy,Coping,Parents as Teachers,Barriers

The COVID-19 pandemic brought about unprecedented challenges for families, impacting the economic, psychological, and social well-being of parents and their children since the first cases of the virus were reported in the United States in March 2020. The brunt of these effects has been felt by the nation's working parents, who were tasked with supervising the virtual schooling of their children while also telecommuting, reporting to their jobs as essential personnel, and in some instances, looking for new work. This brief describes the experiences of working parents and their opinions of the policies and supports offered by their employers and school districts. The goal of this effort was to document how the pandemic affected New Jersey households socially, psychologically, and economically, and describe the ways employers and local education boards adapted their policies to accommodate, or not accommodate, the plight of parents working and schooling during a challenging and unprecedented time. [The Heldrich Center partnered with the New Jersey Parent Teacher Association (NJPTA) to conduct this study.]
Early Childhood Education -- A Strong Foundation for Learning
Author: Global Partnership for Education (GPE)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Educational Improvement,Educational Quality,Access to Education,Foreign Countries,Government Role,Educational Finance

Early childhood care and education helps build a strong foundation for learning. This brief document presents how the Global Partnership for Education (GPE) works with governments to improve the quality and availability of early education, especially for children most often left behind.
Supporting Education in Fragile and Conflict-Affected Contexts
Author: Global Partnership for Education (GPE)
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Access to Education,Conflict,Partnerships in Education,Climate,Natural Disasters,Gender Differences,Crisis Management,Foreign Countries,Financial Support,Educational Planning,Global Approach,Childrens Rights,Emergency Programs,Equal Education,Violence,Civil Rights,Trust (Psychology),Prosocial Behavior,Grants,Community Education,Elementary Secondary Education

Almost half of the Global Partnership for Education (GPE) partner countries are affected by conflict and fragility. This brief report presents how GPE helps them strengthen and rebuild their education systems during and after a crisis so children's education is not interrupted.
GPE&apos;s Support to Regional Networks on Learning Assessment. Brief
Author: Global Partnership for Education (GPE)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Global Approach,Partnerships in Education,Foreign Countries,Educational Assessment,Summative Evaluation,Educational Research,Networks,Capacity Building,Alignment (Education),International Assessment,Formative Evaluation,Evaluation Methods

This brief summarizes the activities and outputs achieved by Teaching and Learning: Educators' Network for Transformation (TALENT) and Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) through the Assessment for Learning (A4L) initiative's support and analyzes the outcomes to which this support has contributed and how this is situated vis-à-vis GPE's broader support to strengthening learning assessment systems. The brief has benefited from the findings of an independent summative evaluation of A4L. One of the evaluation's recommendations is that GPE should amplify the research and knowledge products generated by the networks, and this brief is produced in that spirit.