ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Cares about CARES? We Do! And You Should Too! Publication 19.08
Author: DeBaylo, Paige
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Parent Teacher Cooperation,School Districts,Teacher Student Relationship,Competition,Educational Finance,Empathy,Participative Decision Making,Enrollment Trends,Learner Engagement,Academic Achievement,Job Satisfaction,Teacher Persistence,Faculty Mobility,School Community Relationship,Educational Practices,Service Occupations,Models,Kindergarten,Elementary Secondary Education

Educators in this day and age may have to reframe how they think about interacting with parents, students and community members. Viewing these relationships as 'customer' relationships may seem like a stretch, but it is a reality. Research shows the many benefits of providing positive customer experiences for our stakeholders, and the costs of negative experiences. AISD is facing the issue head-on with the CARES (Customer-focused, Action-oriented, Responsive, Empathetic, and Service-driven) initiative. In this paper is a summary of the research, and tips to help you show you care about CARES!
The Impact of Summer School on English Learners&apos; Beginning-of-Year (BOY) Performance in 2019-2020. Publication 19.10
Author: Poulsen, Helen
Date: 2020-01-00
Type: Reports - Research
Subjects: English Language Learners,Summer Programs,Kindergarten,School Readiness,Spanish Speaking,Reading Achievement,Grade 1,Elementary School Students,Student Participation

This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.
Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools. Descriptive Study. REL 2023-003
Author: Kozakowski, Whitney
Date: 2023-08-00
Type: Reports - Research
Subjects: Educational Environment,COVID-19,Pandemics,Public Schools,Teacher Attitudes,Student Attitudes,Distance Education,Blended Learning,School Closing,Correlation,Mental Health,Academic Achievement,At Risk Students,School Personnel,Surveys,Psychometrics,Test Validity,Racial Differences,Ethnicity,Geographic Location,Social Emotional Learning,Attitude Change,School Safety,Elementary Schools,Middle Schools,High Schools

The Pennsylvania Department of Education's (PDE's) Office for Safe Schools partnered with REL Mid-Atlantic to conduct a study using data from PDE's school climate survey. This survey, which is available on a voluntary basis to any school in the state, provides a way to track school climate and identify schools that need additional support to improve school climate. The REL study analyzed changes in scores from a pre-pandemic year (2018/19) to the 2020/21 and 2021/22 school years, both of which were affected by COVID-19 and related policy changes. In a sample of Pennsylvania public schools that took the survey consistently across multiple years, students and teachers reported more positive perceptions of school climate in the 2020/21 school year, during hybrid and remote learning, compared to 2018/19 and 2021/22. This was an unexpected positive bump in the year in which schools experienced the most pandemic-related disruption. In contrast, school climate scores were steady across the years before COVID-19. The study also found no evidence of a significant decline in school climate scores between 2018/19 and 2021/22, suggesting the pandemic did not have a lasting negative effect on school climate in this sample of schools. One important caveat of this study is that the sample of schools was small and not representative of the rest of the state of Pennsylvania. The study also examined the relationship between school climate scores in 2021/22 and the amount of virtual and hybrid instruction used during 2020/21 and found no association. However, this analysis was limited by the small sample size and could only rule out a large association; a small or moderate association is still possible. [For the appendixes, see ED629791.]
Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools. Appendixes. REL 2023-003
Author: Kozakowski, Whitney
Date: 2023-08-00
Type: Reports - Research
Subjects: Educational Environment,COVID-19,Pandemics,Public Schools,Teacher Attitudes,Student Attitudes,Distance Education,Blended Learning,School Closing,Correlation,Mental Health,Academic Achievement,At Risk Students,School Personnel,Surveys,Psychometrics,Test Validity,Racial Differences,Ethnicity,Geographic Location,Social Emotional Learning,Attitude Change,School Safety,Elementary Schools,Middle Schools,High Schools

These are the appendixes for the full report, &quot;Changes in School Climate during COVID-19 in a Sample of Pennsylvania Schools.&quot; The REL study analyzed changes in scores from a pre-pandemic year (2018/19) to the 2020/21 and 2021/22 school years, both of which were affected by COVID-19 and related policy changes. These technical appendixes are meant to supplement the slideshow to provide extended detail on the methods and analyses used to answer the study's research questions. Appendixes: (1) Data and methods; (2) Supporting analysis; and (3) Nonresponsive bias analysis. [For the full report, see ED629789.]
The Secure Rural Schools and Community Self-Determination Act: Background and Issues. CRS Report R41303, Version 41. Updated
Author: Hoover, Katie
Date: 2023-06-06
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Rural Schools,Federal Aid,Rural Areas,Income,Funding Formulas,Public Agencies,United States History,Land Use,Advisory Committees,Geographic Distribution

This report provides background information on Forest Service (FS) and Bureau of Land Management (BLM) revenue-based payments and a brief overview of a related payment program--the Payments in Lieu of Taxes (PILT) program. Because the revenue-based, Secure Rural Schools and Community Self-Determination Act of 2000 (SRS), and PILT payments interact with one another in varying ways, proposals to amend the revenue-based programs or SRS have often included modifications to the PILT program as well. This report then provides on overview of the SRS payments and a discussion of some of the legislative issues facing Congress when considering these payment programs.
Programs for Minority-Serving Institutions under the Higher Education Act. CRS Report R43237, Version 17. Updated
Author: Fountain, Joselynn H.
Date: 2023-03-23
Type: Reports - Descriptive
Subjects: Minority Serving Institutions,Higher Education,Educational Legislation,Federal Legislation,Financial Support,Federal Programs,Eligibility,Grants,At Risk Students,Low Income Students,American Indian Education,Tribally Controlled Education,Alaska Natives,Hawaiians,Asian American Students,Pacific Islanders,Black Colleges,African American Students,Graduate Study,Masters Programs,Educational Finance,Hispanic American Students,Endowment Funds,STEM Education

This report describes the several programs devoted to financially assisting minority-serving institutions (MSIs) under the Higher Education Act (HEA). MSIs are eligible for other federal programs for which institutions of higher education (IHEs) and nonprofit organizations are eligible if they meet the program eligibility criteria. This report first discusses how the various HEA MSI programs are funded. It then provides a description of each program, organized by the type of MSI to which the program is available. Included in each program description is a discussion of eligibility criteria for program participation; a description of authorized uses of financial awards; and administrative procedures, including a description of how funds are allocated among multiple institutions either via a competitive award process or a formula-based grant.
The Higher Education Act (HEA): A Primer. CRS Report R43351, Version 20. Updated
Author: Fountain, Joselynn H.
Date: 2023-04-10
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Federal Programs,Educational Quality,Teacher Effectiveness,Teacher Education,Federal Aid,Tribally Controlled Education,Alaska Natives,Black Colleges,American Indian Education,Pacific Islanders,Minority Serving Institutions,Endowment Funds,Grants,Hispanic American Students,Scholarships,Work Study Programs,Student Loan Programs,International Education,Graduate Study,Students with Disabilities

This report provides a brief overview of the major provisions of the Higher Education Act (HEA), organized by title and part. Appendix A of this report provides detailed appropriations figures for HEA programs, from FY2019 through FY2023. Appendix B gives a brief overview of the General Education Provisions Act, which applies to the majority of federal education programs administered by Department of Education (ED), including those programs authorized by the HEA. Appendix C provides information related to the eight comprehensive reauthorizations that the HEA has undergone.
Children&apos;s Hospitals Graduate Medical Education (CHGME). CRS Report R45067, Version 11. Updated
Author: Heisler, Elayne J.
Date: 2023-06-13
Type: Reports - Descriptive
Subjects: Children,Hospitals,Medical Education,Graduate Study,Financial Support,Medical Students,Program Content

This report describes the Children's Hospitals Graduate Medical Education (CHGME) program's (1) purpose and structure, (2) history, and (3) authorizations and appropriations. It also provides select program data, including the number of hospitals supported under the program, their location, the amount of funding they receive, and the number of residents trained. Finally, the report discusses alternative sources of GME funding available.
The Department of Education&apos;s Notice of Proposed Rulemaking on Improving Income-Driven Repayment for the Direct Loan Program: Frequently Asked Questions. CRS Report R47418, Version 3
Author: Zota, Rita R.
Date: 2023-02-09
Type: Reports - Research
Subjects: Federal Programs,Student Loan Programs,Federal Aid,Loan Repayment,Income,Eligibility,Loan Default,Costs,Debt (Financial)

Income-driven repayment (IDR) plans are a subset of student loan repayment plans that cap a borrower's monthly payment at a percentage of their discretionary income, which is defined as a portion of a borrower's adjusted gross income (AGI) that exceeds a specified multiple of the federal poverty line (FPL) for the borrower's family size. A borrower may be in negative amortization under an IDR plan, which means that their monthly payment can be less than the interest that accrues in a given month, and the accumulation of unpaid interest may lead to an increase in their loan balance. Any loan balance that remains outstanding after the borrower has made qualifying payments according to an IDR plan for a maximum repayment period is to be forgiven. Over the last nearly 30 years, Congress and the Department of Education (ED) have created the following existing IDR plans: the Income-Contingent Repayment (ICR) plan, two Income-Based Repayment (IBR) plans, the Pay As You Earn (PAYE) repayment plan, and the Revised Pay As You Earn (REPAYE) repayment plan. In January 2023, ED published a Notice of Proposed Rulemaking (NPRM) to make a number of substantial amendments to the federal student loan IDR plans. This report discusses the most frequently asked questions related to the proposed rules in the following areas: (1) background on IDR plans; (2) changes specific to the REPAYE repayment plan such as to borrower eligibility, monthly payments, interest benefits, and the maximum repayment period; (3) changes applicable to all IDR plans; other provisions related to delinquent and defaulted borrowers; and (4) the estimated cost of the proposed rules.
The Education Sciences Reform Act (ESRA): A Primer. CRS Report R47481, Version 2
Author: Kuenzi, Jeffrey J.
Date: 2023-03-20
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Public Agencies,Federal Government,Educational Research,Special Education,Technical Assistance,National Competency Tests

This primer summarizes the Education Sciences Reform Act (ESRA), the Educational Technical Assistance Act (ETAA), and the National Assessment of Educational Progress Authorization Act (NAEPAA). The report is organized in a manner that aligns with P.L. 107-279, the law that enacted the three acts. The ESRA authorizes much of the federal government's efforts to collect statistics and conduct research on the U.S. educational system. Part A of the ESRA establishes the Institute of Education Sciences (IES) as an independent research institute and the National Board of Educational Sciences to advise and approve priorities for data collection and research. Parts B thru E of the ESRA authorize four National Education Centers that carry out the research and data collection duties of IES. The ETAA authorizes support for technical assistance activities and the development of state systems that integrate student-level data from preschool through postsecondary education and employment. The NAEPAA authorizes support for assessments of the academic achievement of students across the United States. Although authorities in the acts expired in FY2008, funding has continued through annual appropriations legislation. In FY2023, $734 million was appropriated to support IES' activities.
Drivers of Student Training Choices--A Focus on Student Support Services. Research Report
Author: Wibrow, Bridget
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Academic Support Services,Delivery Systems,Decision Making,Costs,Career Counseling,Employment Services,Tutoring,Study Skills,Training,Foreign Countries

The vocational education and training (VET) information landscape is complex. The multitude of training providers, the diverse range of courses available, varying fees, and differences among providers can present a daunting environment for students. Prior studies have identified several key influences on student choice of training provider, such as the views of trusted influencers, course timetables, location of the training, perceived quality of training provider and affordability. However, how these drivers of student choice compare with one another and whether student support services also play a role remain unclear. This report investigates the influence of student support service offerings on students' choice of training provider and how they compare with other drivers of student choice, for example, course cost, delivery mode and travel time. In particular, the research focuses on health and welfare support, career counselling and job-search support, and tutoring and guidance on study skills. [For Support Document 1, see ED629802. For Support Document 2, see ED629803.]
Drivers of Student Training Choices--A Focus on Student Support Services--Support Document 1
Author: Wibrow, Bridget
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Training,Academic Support Services,Preferences,Career Counseling,Employment Services,Tutoring,Study Skills,Guidance,Outcomes of Education,Disabilities,Health,Delivery Systems,Costs,Decision Making,Travel

This report is a support document accompanying &quot;Drivers of Student Training Choices--A Focus on Student Support Services&quot; (ED629801), which examines the influence of student support service offerings on students' choice of training provider and how they compare with other drivers of student choice such as course cost, delivery mode and travel time. In particular, the research focuses on health and welfare support, career counselling and job search support, and tutoring and study skills guidance. The first section of the support document provides key results from the analysis for a range of demographic groups. The second section presents only those results that have been found to be statistically significant.
Drivers of Student Training Choices--A Focus on Student Support Services--Support Document 2
Author: Graetz, Erika
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Training,Academic Support Services,Decision Making,Preferences,Health,Career Counseling,Employment Services,Tutoring,Study Skills,Guidance,Costs,Delivery Systems,Travel

This report summarises the results of a discrete choice experiment (DCE) investigating how preferences for vocational education and training (VET) courses are influenced by various forms of student support offerings. Three forms of support were included in the DCE: (1) health and welfare support; (2) career counselling and job search support; and (3) tutoring and study skills guidance. Each varied in the level to which a hypothetic VET course provider offered the form of support, ranging from not offered at all, to group sessions and resources, to personalised one-on-one support offerings. Other VET course attributes known to influence student choice (price, delivery mode, travel time) were also included in the experiment to make the scenarios presented realistic and quantify the extent to which supports shaped prospective student choices relative to these. In combination, the three forms of support investigated represented approximately 26% of the total importance when deciding on a VET course (10% tutoring and study skills, 7.9% health and welfare, 7.8% career counselling). Respondents had a notably higher utility for one-on-one level support for tutoring and study skills relative to group-level offerings, although any provision of the three forms of support increased respondent preferences to select a course. Supports tended to be inelastic, meaning the demand for these services was not strongly impacted by course price. [For the full report, see ED629801.]
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019 Fall Student Focus Group Results Summary. Publication 19.15
Author: Wang, Crystal
Date: 2020-03-00
Type: Reports - Research
Subjects: Student Attitudes,College Readiness,College Preparation,Grade 8,Middle School Students,Program Evaluation,Tutoring,Academic Achievement,Occupational Aspiration,Academic Aspiration,Teacher Student Relationship,Educational Finance,Paying for College

This report describes findings generated from student focus groups across five GEAR UP campuses in the Fall 2019 semester. The focus group participants described their perspectives of the GEAR UP program, experiences with the GEAR UP activities, and plans for future education. Findings obtained from the 2019 fall student focus groups echoed those obtained from focus group interviews with students and teachers in the 2018-2019 school year.
Advanced Placement (AP) Exam Results: A District and Campus Summary, May 2019. Publication 19.19
Author: Looby, Karen
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Scores,Advanced Placement Programs,Race,Poverty,Recognition (Achievement),School Districts,Academic Achievement

This report summarizes Austin Independent School District Advanced Placement (AP) test results in 2019. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations.
Latino College Completion 2023. Compilation
Author: Santiago, D.
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,College Students,Educational Attainment,Achievement Gap,Racial Differences,White Students,Graduation Rate,Geographic Location,Associate Degrees,Bachelors Degrees,Elementary Secondary Education,Demography,College Enrollment

For the United States to regain the top ranking in the world for college degree attainment, Latinos will need to earn 6.2 million degrees by 2030. To reach the Latino degree attainment goal by 2030, the United States can close the degree completion gap by accelerating Latino completion while increasing for all students and scale up programs and initiatives that work for Latino, and all, students. This compilation includes 53 interactive fact sheets covering &quot;Excelencia&quot; in Education's latest analysis on Latino enrollment and degree attainment across all 50 states, the District of Columbia, Puerto Rico, and the United States. [For &quot;Latino College Completion: 2019-2020,&quot; see ED623060.]
Eighth-Grade Dual Language Students&apos; Feedback on the Dual Language Program: Secondary Dual Language Program 2019-2020. Publication 19.25
Author: Poulsen, Helen
Date: 2020-06-00
Type: Reports - Research
Subjects: Grade 8,Middle School Students,Bilingual Education Programs,English (Second Language),Spanish Speaking,Student Attitudes,Bilingualism

This report summarizes results from a 2020 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they felt proud to be bilingual, appreciated the opportunities to receive high school and college credit, and wanted to continue Dual Language in high school.
Teacher Induction Program: New Teacher Orientation Week. 2019-2020. Publication 19.14
Author: Leung, Jenny
Date: 2020-01-00
Type: Reports - Research
Subjects: Teacher Orientation,Staff Orientation,School Districts,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Attitudes,School Personnel,Attitudes

The Professional Learning Department hosts an annual week-long orientation for various staff (e.g., teacher, elementary counselors, librarians) who are new to Austin Independent School District (AISD) as part of the Teacher Induction Program (TIP). This report summarizes survey results from staff who attended the Fall 2019 TIP orientation week.
Student Teaching Program: Student Teacher and Cooperating Teacher Survey Results. Spring 2020. Publication 19.33
Author: Leung, Jenny
Date: 2020-08-00
Type: Reports - Research
Subjects: Student Teaching,Cooperating Teachers,Student Teachers,Teacher Attitudes,Student Teacher Attitudes,Program Evaluation,School Districts,College School Cooperation,Teacher Recruitment,Culturally Relevant Education

This report describes the results from the Student Teacher Survey and the Cooperating Teacher Survey. Findings indicated most student teachers had a positive experience in the Student Teaching Program. Additionally, most cooperating teachers would recommend their student teacher for employment suggesting the Student Teaching Program can serve as an effective teacher recruitment pipeline for AISD.
Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors. Publication 18.55
Author: Coco, Marlena
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Vocational Education Teachers,School Districts,Professionalism,Teacher Effectiveness,Faculty Development,Educational Attainment,Teacher Salaries,Teacher Competencies,Middle School Teachers,High School Teachers,Teacher Evaluation,Compensation (Remuneration),STEM Careers,Business,Industry,Public Service

Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE's overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a distinguished rating. Results supported key indicators of CTE high-quality instruction (i.e., prepared and effective program staff, engaging instruction, work-based learning opportunities, and standards-aligned and industry-based curriculum and instruction).