ethanporcaro/eric-fulltext-meta huggingface dataset:
Harris County&apos;s College Advising Needs. Research Report for the Houston Independent School District. Volume 7, Issue 2
Author: Chukhray, Irina
Date: 2019-04-00
Type: Reports - Research
Subjects: Educational Counseling,Needs Assessment,School Districts,Access to Information,Higher Education,Counseling Services,Enrollment Rate,Student Financial Aid,College Applicants,High Schools

This research report is a preliminary assessment of college advising needs in nine target school districts surrounding the Houston Independent School District: &quot;Pasadena,&quot; &quot;Galena Park,&quot; &quot;Sheldon,&quot; &quot;Humble,&quot; &quot;Aldine,&quot; &quot;Cypress-Fairbanks,&quot; &quot;Spring Branch,&quot; &quot;Alief,&quot; and &quot;Katy ISD.&quot; We present our findings based on publicly available information from district and state sources, data from state agencies, and additional information gathered from phone interviews with district personnel. We report three primary conclusions: (1) districts struggle with limited documentation and/or accessibility of college application and enrollment rates, (2) there is a strong need for increased post-secondary advising services and (3) there is a strong need for more equitable distribution of services across high school campuses.
Investigating Causal Effects of Arts Education Experiences: Experimental Evidence from Houston&apos;s Arts Access Initiative. Research Report for the Houston Independent School District. Volume 7, Issue 4
Author: Bowen, Daniel H.
Date: 2019-02-00
Type: Reports - Research
Subjects: Art Education,Educational Experience,Access to Education,Partnerships in Education,School Community Relationship,Outcomes of Education,Elementary School Students,Middle School Students,Urban Schools,Learner Engagement,Academic Achievement,Student Attitudes,Values,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The recent wave of test-based accountability reforms has negatively impacted the provision of K-12 arts educational experiences. Advocates contend that, in addition to providing intrinsic benefits, the arts can positively influence academic and social development. However, the empirical evidence to support such claims is limited. We conducted a randomized controlled trial with 10,548 3rd-8th grade students who were enrolled in 42 schools that were assigned by lottery to receive substantial influxes of arts education experiences provided through school-community partnerships with local arts organizations, cultural institutions, and teaching-artists. We find that these increases in arts educational experiences significantly reduce the proportion of students receiving disciplinary infractions by 3.6 percentage points, improve STAAR writing achievement by 0.13 of a standard deviation, and increase students' compassion for others by 0.08 of a standard deviation. For students in elementary schools, which comprise 86 percent of the sample, we find that these arts educational experiences also significantly improve school engagement, college aspirations, and arts-facilitated empathy. These findings provide strong evidence that arts educational experiences can produce significant positive impacts on student academic and social development. Policymakers should consider these multifaceted educational benefits when assessing the role and value of the arts in K-12 schools.
Transitioning to College and Work. Part I: Where Are High School Seniors from 2006-2008 Now? Research Report for the Houston Independent School District. Volume 6, Issue 1
Author: Holzman, Brian
Date: 2018-04-00
Type: Reports - Research
Subjects: High School Seniors,Urban Schools,Enrollment,Higher Education,Educational Attainment,High School Graduates,Racial Differences,Hispanic American Students,Disproportionate Representation,Advanced Placement Programs,Two Year Colleges,Graduation Rate,Employment

In this report, we describe the college outcomes of three cohorts of 12th grade students in the Houston Independent School District, prior to the implementation of the district's college advising program. We find significant racial and ethnic disparities in postsecondary enrollment and completion, with Hispanics, in particular, exhibiting low rates of attainment. When Hispanic students do enroll, compared to white, black, and Asian students, they disproportionately attend community colleges or technical/vocational schools and earn sub-baccalaureate credentials. While academic performance is a powerful predictor of college enrollment and completion, earning college-level credits appears to be a particularly important path to postsecondary attainment. High school graduates who earn Advanced Placement, International Baccalaureate, or academic dual enrollment credits in the 12th grade are more likely to attend college and complete a degree than students who earn none. Finally, an analysis of the pathway from high school to college reveals that attending college immediately after high school, specifically four-year institutions, is associated with higher rates of certificate and degree attainment.
Migrant Education Program, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-11-30
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,Educational Legislation,Federal Legislation,School Readiness,Elementary School Students,Secondary School Students,Elementary Secondary Education

The Migrant Education Program (MEP) is authorized under Title I of the Every Student Succeeds Act (ESSA) of 2015. In an effort to comply with Title I, the HISD MEP works to assist migrant students to overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle. The goal of the program is to ensure migrant students succeed in school, and to successfully transition to postsecondary education or employment. This 2017-2018 report examines the impact of MEP on migrant students' performance on the Iowa, Logramos, State of Texas Assessments of Academic Readiness (STAAR), and Texas English Language Proficiency Assessment System (TELPAS) in 2017-2018 as well as migrant students' dropout and graduation rates in 2016-2017. Key Findings include: (1) There were 252 migrant students in 2017-2018 compared to 255 in 2016-2017; (2) A lower percentage of migrant (English learner) EL students scored at the Advanced high level on the TELPAS, measuring English acquisition, than EL students in the district; (3) There was an increase in the migrant student annual graduation rate, from 91 percent in 2015-2016 to 92.3 percent in 2016-2017; and (4) The annual grades 9-12 dropout rate of migrant students was fairly comparable to the district in 2016-2017 (4.8 percent versus 4.6 percent).
Challenging Working Environments (&quot;School Climates&quot;), Especially in High-Poverty Schools, Play a Role in the Teacher Shortage. The Fourth Report in &quot;The Perfect Storm in the Teacher Labor Market&quot; Series
Author: Garcia, Emma
Date: 2019-05-30
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teaching Conditions,Disadvantaged Schools,Poverty,Educational Environment,Faculty Mobility,Barriers,Public School Teachers,Elementary Secondary Education,School Safety,Anxiety,Interpersonal Relationship,Teacher Influence,Job Satisfaction,Teacher Motivation

This report is the fourth in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. The series finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. Like the other reports in this series, this report explores a probable factor behind the exodus of teachers from the profession and the shrinking supply of future teachers: the working environment for teachers, broadly referred to here as the &quot;school climate. The report shows that school climate affects teacher satisfaction, morale, and expectations about staying in the profession. It also shows that school climate is challenging for a number of reasons: Teachers confront widespread barriers to teaching and learning, face threats to their emotional and physical safety, lack influence over school policy and what and how they teach in their classrooms, and suffer from dissatisfaction and low motivation. The report further demonstrates that there is a significant relationship between these indicators of difficult working conditions and teachers leaving the profession. And finally, as in previous reports, the authors provide evidence that working conditions are more challenging in high-poverty schools than in low-poverty schools, which compounds the problems already identified in this series.
Low Relative Pay and High Incidence of Moonlighting Play a Role in the Teacher Shortage, Particularly in High-Poverty Schools. The Third Report in &quot;The Perfect Storm in the Teacher Labor Market&quot; Series
Author: Garcia, Emma
Date: 2019-05-09
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Salaries,Disadvantaged Schools,Poverty,Public School Teachers,Elementary Secondary Education,Teacher Recruitment,Teacher Persistence

This report is the third in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. The series finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. This third report focuses on a likely factor behind why teachers are leaving the profession and fewer people are becoming teachers: teacher pay. Specifically it looks at how teacher compensation compares with compensation in nonteaching occupations. It also delves into an aspect that has received increasing attention recently, which is whether teachers work multiple jobs, and what share of teachers supplement their earnings by moonlighting. Teachers who end up quitting their jobs received, on average, lower salaries, they participated less in the kinds of paid extracurricular activities that complement their professional development (activities like coaching students or mentoring teachers), and they participated more in working options outside the school system than did teachers who stayed at their schools. In high-poverty schools, teachers face compounded challenges. Relative to teachers in low-poverty schools, teachers in high-poverty schools are paid less, receive a smaller amount from moonlighting, and the moonlighting that they do is less likely to involve paid extracurricular or additional activities for the school system that generate extra pay but also help them grow professionally as teachers. The report discusses the likely influence of the large and rapidly growing &quot;teacher pay gap&quot;--how much less teachers earn than their comparably educated peers in other professions--on the weakening attractiveness of public education as a profession, and on the rising rate of teacher attrition.
U.S. Schools Struggle to Hire and Retain Teachers. The Second Report in &quot;The Perfect Storm in the Teacher Labor Market&quot; Series
Author: Garcia, Emma
Date: 2019-04-16
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Effectiveness,Elementary Secondary Education,Teacher Certification,Public School Teachers,Faculty Mobility,Teacher Recruitment,Teacher Selection,Declining Enrollment,Preservice Teacher Education,Disadvantaged Schools,Poverty,Teacher Persistence,Beginning Teachers,Experienced Teachers

This report is the second in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. The series finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. This report shows that schools' staffing efforts are challenged by teachers leaving the profession at high rates and by the reduced pipeline of new teachers as fewer people have entered teaching preparedness pathways in recent years. It also presents data suggesting that teachers entering the profession don't have the same qualifications their peers in years past had, due to the proliferation of nontraditional teacher preparation programs and changes in the requirements for obtaining an initial teaching certificate. Additionally, it shows that staffing trends are affecting the qualifications held by the teaching workforce overall: A lot of teachers quit teaching and some of the teachers who quit are as credentialed or more credentialed than the teachers who stay, and the share of all teachers who are inexperienced has increased over time.
The Role of Early Career Supports, Continuous Professional Development, and Learning Communities in the Teacher Shortage. The Fifth Report in &apos;The Perfect Storm in the Teacher Labor Market&apos; Series
Author: Garcia, Emma
Date: 2019-07-17
Type: Reports - Evaluative
Subjects: Teacher Shortage,Faculty Development,Communities of Practice,Public School Teachers,Elementary Secondary Education,Beginning Teacher Induction,Beginning Teachers,Teacher Persistence,Teacher Recruitment,Experienced Teachers,Teacher Influence,Teacher Collaboration

This report is the fifth in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. The series finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. This report examines the early career supports available to novice teachers in the first year of their careers, as well as the continued learning opportunities available to teachers throughout their careers. It also explores the extent to which certain aspects of the working environment--the presence or absence of supportive and collaborative relationships; cooperation among teachers, colleagues, and principals; and teachers' influence over policy and day-to-day classroom decisions--establish a culture of learning in which teachers' knowledge and professionalism are recognized and cultivated.
The Teacher Shortage Is Real, Large and Growing, and Worse than We Thought. The First Report in &quot;The Perfect Storm in the Teacher Labor Market&quot; Series
Author: Garcia, Emma
Date: 2019-03-26
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Effectiveness,Elementary Secondary Education,Teacher Certification,Teacher Education,Teaching Experience,Public School Teachers,Disadvantaged Schools,Poverty,Educational Background,Faculty Mobility

This report is the first in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. It finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. This is significant because shortage of teachers harms students, teachers, and the public education system as a whole. Lack of sufficient, qualified teachers and staff instability threaten students' ability to learn and reduce teachers' effectiveness, and high teacher turnover consumes economic resources that could be better deployed elsewhere. The teacher shortage makes it more difficult to build a solid reputation for teaching and to professionalize it, which further contributes to perpetuating the shortage. In addition, the fact that the shortage is distributed so unevenly among students of different socioeconomic backgrounds challenges the U.S. education system's goal of providing a sound education equitably to all children. To address this problem, working conditions and other factors that are prompting teachers to quit and dissuading people from entering the profession need to be tackled. Additionally, extra supports and funding to high-poverty schools, where teacher shortages are even more of a problem, need to be provided to all schools.
Employability and Business School Graduates: Corporate Recruiters Survey 2019. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2019-08-00
Type: Reports - Research
Subjects: Graduate Students,College Graduates,Business Administration Education,Business Schools,Employment Potential,Employer Attitudes,Career Readiness,Job Skills,Business Skills,Personnel Selection,Problem Solving,Interpersonal Competence,Employer Employee Relationship,Organizational Culture,Recruitment,Foreign Countries,Logical Thinking,Data Interpretation,Listening Skills,Self Management,Communication Skills,Writing Skills,Corporations,Industry,Consultants,Utilities,Finance Occupations,Accounting,Health Services,Manufacturing Industry,Nonprofit Organizations

The Corporate Recruiters Survey provides an overview of current employer hiring demand for MBA and business master's graduates and examines hiring practices and trends by industry and world region. The Graduate Management Admission Council (GMAC), together with survey partners MBA Career Services and Employer Alliance (MBA CSEA), EFMD, and HIGHERED conducted the survey in February and March 2019, in association with career services offices at 116 participating graduate business schools worldwide. The analysis featured in this report is based on responses received from 1,202 employers in 45 countries worldwide who work directly with participating business schools, including 33 percent in the Fortune Global 100 and 500. This report presents survey findings related to the topic of employability, including: (1) Employers' perception of business school graduates' level of preparedness to be successful at their companies; (2) The level of importance employers place on specific skills for job openings for recent business school graduates; (3) Employer evaluation of how well business schools prepare graduates with specific skills; and (4) Factors important in the hiring decision. [Matt Hazenbush, Gregg Schoenfeld, Maryam Bastani, and Tacoma Williams contributed to this report. This report was produced in partnership with MBA Career Services and Employer Alliance (MBA CSEA), EFMD, and HIGHERED.]
Parent Engagement Representatives (PERS), 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-12
Type: Reports - Research
Subjects: Parent Participation,Parent School Relationship,Parent Teacher Cooperation,Access to Information,School Personnel,Academic Achievement,Program Effectiveness,Elementary Secondary Education,Attendance,Student Characteristics

The Houston Independent School District's (HISD) Family and Community Empowerment (FACE) Department implements strategies that are designed to improve communication between parents and the school community, enhance parent/teacher conference participation, increase parent awareness of district and community programs and resources; and ultimately, increase student achievement and attendance. Over the past two years, FACE has helped schools build their capacity to reach parents through its Parent Engagement Representatives (PERs) program. The PERs program was funded by the Title I Parent Involvement grant. Key findings include: (1) During the 2016-2017 academic year, PERs documented 3,669 hours conducting parent involvement activities, which reflected a substantial increase in documented time from the 2015-2016 academic year of 1,468 hours; (2) There were statistically significant increases in the mean scale scores on the English reading STAAR for a paired sample of PERs students who were administered the test as fourth, fifth, seventh, and eighth graders in 2017 and tested at the preceding grade level in 2016; (3) There were statistically significant increases in the mean scale scores on the English math STAAR for a paired sample of PERs students who were administered the test as fourth, fifth, seventh, and eighth graders in 2017 and tested at the preceding grade level in 2016; (4) School attendance analyses showed that the mean number of days in attendance for students at PERs schools remained stable from 2015-2016 to 2016-2017 (158). While there was a slight increase in the mean number of excused (2 vs. 3) absences, there was also a slight increase in the mean number of unexcused (5 vs. 6) and total absences (7 vs. 9) for students at PERs schools over this time period.
Demand for MBA and Business Master&apos;s Programs: Insights on Candidate Decision Making. Summary Report. mba.com Prospective Students Survey 2019. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2019-04-00
Type: Reports - Research
Subjects: Masters Programs,Business Administration Education,College Choice,Educational Demand,School Location,Foreign Countries,College Applicants,Foreign Students,Business Schools,Selection Criteria

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this report are based on responses from a total of 9,617 individuals surveyed between January and December 2018, as well as responses from more than 126,000 individuals surveyed between the years 2009 and 2017. Survey respondents represent demand for various MBA and business master's &quot;program categories&quot;, including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific &quot;program types&quot;. For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report--the first in a series of topical reports based on mba.com Prospective Students Survey responses collected in 2018--summarizes the findings associated with candidate demand for business school programs and study destinations. A separate supplemental report provides detailed breakdowns of 2018 candidate survey responses by a number of variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Rhonda Daniel, Matt Hazenbush, Gregg Schoenfeld, Tacoma Williams, and Devina Caruthers. For the supplemental report, see ED598220.]