ethanporcaro/eric-fulltext-meta huggingface dataset:
State Compensatory Education, 2003-2004 Evaluation Report. Publication Number 03.10
Author: Carrejo, Denise Piñon
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Compensatory Education,State Programs,Supplementary Education,Dropout Rate,Dropout Prevention,At Risk Students,Graduation Rate,High School Students,Academic Achievement,Economically Disadvantaged,Language Arts,Mathematics Achievement,Social Studies,Science Achievement,Credits,Itinerant Teachers,Outcomes of Education,Nontraditional Education,Specialists,Bilingual Education,School Counselors,Juvenile Justice,Reading Programs,Tutorial Programs,Transitional Programs,School Nurses,Discipline,Summer Programs

This report summarizes AISD's evaluation results of its 2003-2004 state compensatory education programs.
Bilingual Education/ESL Programs Evaluation Report, 2003-04. Publication Number 03.06
Author: González, Rosa María
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: School Districts,Bilingual Education,English (Second Language),Second Language Instruction,English Language Learners,Enrollment Trends,Academic Achievement,Faculty Development,Elementary Secondary Education,Student Characteristics,Ethnicity,Language Usage,Spanish,Grade 3,Reading Skills,Language Proficiency,Preschool Education

This report summarizes AISD bilingual and English as a second language programs for the 2003-2004 school year.
U.S. Department of Education Title IX Final Rule Overview
Author: Department of Education (ED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,Federal Legislation,Educational Legislation,Higher Education,Gender Discrimination,Sex Fairness,Sexual Harassment,Sexual Abuse,School Districts,Colleges,Universities,Compliance (Legal),Freedom of Speech,Civil Rights,Grievance Procedures

This overview highlights that the U.S. Department of Education's Title IX regulations recognize that sexual harassment, including sexual assault, is unlawful sex discrimination. The Department previously addressed sexual harassment only through guidance documents, which are not legally binding and do not have the force and effect of law. Now, the Department's regulations impose important legal obligations on school districts, colleges, and universities, requiring a prompt response to reports of sexual harassment. The Final Rule improves the clarity and transparency of the requirements for how schools must respond to sexual harassment under Title IX so that every complainant receives appropriate support, respondents are treated as responsible only after receiving due process and fundamental fairness, and school officials serve impartially without bias for or against any party.
Learning during COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year. Brief
Author: Lewis, Karyn
Date: 2021-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Achievement Gains,Mathematics Achievement,Reading Achievement,At Risk Students,Low Income Students,Minority Group Students,Poverty,Racial Differences,Ethnicity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Public Schools

This brief is a continuation of NWEA's ongoing research agenda focused on understanding how the COVID-19 pandemic has affected student reading and math outcomes. This report builds on previous findings to examine students' academic progress at the start of the third school year impacted by the pandemic. The goal of this brief is to summarize student achievement and growth trends at the start of the 2021-2022 school year so that educators and policymakers are equipped with the evidence necessary to guide decisions and make adjustments where needed as part of COVID-19 recovery efforts. [For the Technical Appendix, see ED627552.]
Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools. Year Two Evaluation Report, 2002-2003. Publication Number 02.15
Author: Irani, Behroze
Date: 2003-11-00
Type: Reports - Research
Subjects: Elementary Schools,Counseling Services,School Counseling,School Safety,Discipline,Student Behavior,Conflict Resolution,Educational Environment,Elementary School Teachers,Teacher Attitudes,Program Evaluation,Intervention

The &quot;Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools&quot; grant was awarded by the Safe and Drug Free Schools Program through the U.S. Department of Education to improve elementary school counseling prevention and intervention services offered in the Austin Independent School District. This report summarizes evaluation results in AISD for the 2002-2003 school year.
Technical Appendix For: Learning during COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year. Technical Brief. Revised
Author: Kuhfeld, Megan
Date: 2022-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Achievement Gains,Mathematics Achievement,Reading Achievement,At Risk Students,Low Income Students,Minority Group Students,Poverty,Racial Differences,Ethnicity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Public Schools

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;Learning during COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year.&quot; The goal of this brief is to summarize student achievement and growth trends at the start of the 2021-22 school year so that educators and policymakers are equipped with the evidence necessary to guide decisions and make adjustments where needed as part of COVID-19 recovery efforts. [For the full report, see ED627550.]
Technology Applications Readiness Grants for Empowering Texas (TARGET): 2003-2004. Publication Number 03.12
Author: Samii-Shore, Karin
Date: 2004-10-00
Type: Reports - Research
Subjects: Technology Integration,Reading Instruction,Reading Achievement,Grade 4,Grade 5,Faculty Development,Technological Literacy,Elementary School Teachers,Teacher Attitudes,Program Evaluation,Educational Technology

This report summarizes results of AISD's Technology Applications Readiness Grants for Empowering Texas (TARGET) program activities for the 2003-2004 school year.
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2023-03-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,School Holding Power,Graduation Rate,Community Colleges,Student Personnel Services,Academic Persistence,Enrollment,Undergraduate Students,Graduate Students,Private Colleges,Public Colleges

This annual report provides information regarding students who registered with disability services at Maryland colleges and universities. To better understand higher education outcomes for students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in collaboration with the Maryland Department of Disabilities and in partnership with the state's higher education institutions, created a survey administered to colleges and universities to collect these data in aggregate form. The information may be used to improve policies and practices to support the success of students with disabilities. In fiscal year 2021, 15,937 undergraduate students and 2,024 graduate students were registered with their institutions' disability services office as students with disabilities, which represents 4.0% of all students enrolled in fiscal year 2021, almost no change from the previous year. Specifically, this represents 4.5% of undergraduate students and 2.2% of graduate students enrolled. [For the 2022 edition of this report, see ED618780.]
From Degrees to Dollars: Six-Year Findings from the ASAP Ohio Demonstration
Author: Hill, Colin
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Models,Acceleration (Education),Program Implementation,Graduation Rate,Educational Attainment,Income,Education Work Relationship,Outcomes of Education,Low Income Students,Employment Level,Labor Market,Community College Students

Community colleges in the United States, which serve a disproportionate number of students from low-income backgrounds, can provide a valuable pathway toward well-paying careers. However, graduation rates at community colleges are very low--among first-time, full-time, degree-seeking students who enter public two-year schools, only 29 percent graduate within three years. Seeking to address this challenge, three community colleges in Ohio implemented a new comprehensive program model that was based closely on the City University of New York's (CUNY's) proven Accelerated Study in Associate Programs (ASAP). In 2015, the three Ohio colleges began implementing their programs and experienced similar successes as CUNY; the first phase of MDRC's study found large impacts on graduation rates and transfer to four-year institutions after three years. This brief extends the follow-up period for the Ohio programs to six years and provides earnings and employment impacts for the first time. After six years, the program continued to have an impact on graduation: 44 percent of students in the program group earned a degree, compared with 29 percent in the control group. Notably, these improvements in academic achievement have led to increased earnings, on average, for the students in the program group. In Year 6, students in the program group earned an additional $1,948 over the control group average of $17,626, an increase of 11 percent. These findings represent a new and important contribution to the growing body of evidence on comprehensive approaches (especially those modeled after CUNY ASAP) to improve the educational--and now economic--outcomes of students from low-income backgrounds. Future briefs will extend the follow-up period for academic outcomes to eight years and labor market outcomes to ten years. [For the supplement to this report, see ED627556.]
From Degrees to Dollars: A Supplement to Six-Year Findings from the ASAP Ohio Demonstration
Author: Hill, Colin
Date: 2023-04-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Outcomes of Education,Community College Students,Educational Attainment,Income,Employment Level,Education Work Relationship

This report provides supplementary information for the report &quot;From Degrees to Dollars: Six-Year Findings from the ASAP Ohio Demonstration.&quot; The report includes the following tables and figures: (1) Baseline Characteristics; (2) Academic Outcomes by Semester; (3) Degree or Certificate Receipt Six Years after Random Assignment, by Subgroup; (4) Earnings and Employment Outcomes by Relative Quarter; (5) Earnings and Employment Outcomes by Calendar Quarter; (6) Annual Earnings Six Years after Random Group Assignment, by Subgroup; (7) Six-Year Impacts on Confirmatory Outcomes with Westfall-Young Adjusted P-Values; and (8) Earnings and Employment by Calendar Quarter. [For the full report, see ED627555.]
Title V, Part A Summary Report: 2003-2004. Publication Number 03.03
Author: Carrejo, Denise Piñon
Date: 2004-10-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Aid,Elementary Secondary Education,Public Schools,Private Schools,Educational Improvement,Educational Innovation,At Risk Students,Academic Achievement,Faculty Development,Class Size,Educational Legislation,Federal Legislation,Itinerant Teachers,Library Personnel,Mentors,Volunteers,Coordinators,Delinquency,Professional Development,Superintendents,Mental Health,Resource Allocation

This report summarizes evaluation results for AISD's federally-funded Title V, Part A--Innovative Programs activities for the 2003-2004 school year.
Title I Evaluation, 2003-04. Publication Number 03.02
Author: Doolittle, Martha
Date: 2004-10-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Aid,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,At Risk Students,Low Income Students,Grants,Minority Group Students,Limited English Speaking,Students with Disabilities,Public Schools,Private Schools,Resource Allocation,Expenditures,Enrollment,Student Characteristics,Teacher Qualifications,Teaching Experience

This report summarizes AISD's federally-funded Title I program activities for 2003-2004.
Title I Facilities for Neglected or Delinquent Youth Summary Report, 2003-2004. Publication Number 03.07
Author: Washington, Wanda
Date: 2004-10-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Child Neglect,Delinquency,Youth,Educational Facilities,Foster Care,Child Abuse,Residential Institutions

This report summarizes evaluation results from AISD's federally-funded Title I support of facilities for neglected youth and facilities for delinquent youth during 2003-2004.
The Economic Value of the Maricopa County Community College District. Main Report
Author: Maricopa Community Colleges
Date: 2019-03-00
Type: Reports - Research
Subjects: Community Colleges,School Districts,Expenditures,Income,Economic Factors,Counties,Accounting,Two Year College Students,School Community Relationship,School Business Relationship,Taxes,Outcomes of Education,Labor Force,Consumer Economics,Alumni,Employment Opportunities,Employment Potential,Costs,Student Financial Aid,Salaries,Educational Benefits,Public Sector,Student Attitudes

The Maricopa County Community College District (MCCCD), established in 1920, has grown to serve 191,073 credit and 24,497 non-credit students. This report assesses the impact of MCCCD as a whole on the county economy and the benefits generated by the colleges for students, taxpayers, and society. The approach is twofold. It begins with an economic impact analysis of the colleges on the Maricopa County economy. To derive results, it relies on a specialized Multi-Regional Social Accounting Matrix (MR-SAM) model to calculate the added income created in the Maricopa County economy as a result of increased consumer spending and the added knowledge, skills, and abilities of students. Results of the economic impact analysis are broken out according to the following impacts: (1) impact of the district's day-to-day operations; (2) impact of student spending; and (3) impact of alumni who are still employed in the Maricopa County workforce. The second component of the study measures the benefits generated by MCCCD for the following stakeholder groups: students, taxpayers, and society. For students, an investment analysis is performed to determine how the money spent by students on their education performs as an investment over time. The students' investment in this case consists of their out-of-pocket expenses, the cost of interest incurred on student loans, and the opportunity cost of attending the colleges as opposed to working. In return for these investments, students receive a lifetime of higher earnings. For taxpayers, the study measures the benefits to state taxpayers in the form of increased tax revenues and public sector savings stemming from a reduced demand for social services. Finally, for society, the study assesses how the students' higher earnings and improved quality of life create benefits throughout Arizona as a whole. [For the Executive Summary, see ED627562.]
The Economic Value of the Maricopa County Community College District. Executive Summary
Author: Maricopa Community Colleges
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,School Districts,Economic Factors,College Role,Employment Potential,School Business Relationship,Educational Benefits,Outcomes of Education,Taxes,Income,Alumni,Student Attitudes,Salaries,School Community Relationship,Employment Opportunities,Counties,Expenditures,Consumer Economics

This is the executive summary for the full report, &quot;The Economic Value of the Maricopa County Community College District. Main Report.&quot; The Maricopa County Community College District (MCCCD) creates value in many ways. The colleges play a key role in helping students increase their employability and achieve their individual potential. They also draw students to the county, generating new dollars and opportunities for Maricopa County. This study measures the economic impacts created by MCCCD on the business community and the benefits the colleges generate in return for the investments made by their key stakeholder groups--students, taxpayers, and society. The following two analyses are presented: (1) Economic impact analysis; and (2) Investment analysis. [For the full report, see ED627561.]
Optional Extended Year Program Summary Report: 2002-2003. Publication Number 02.12
Author: Washington, Wanda
Date: 2003-10-00
Type: Reports - Research
Subjects: School Districts,Extended School Year,Elementary School Students,Parent Participation,Expenditures,Program Implementation,Curriculum,Program Effectiveness,Grade 4,Grade 5,Reading Instruction,Reading Programs,Mathematics Instruction,Middle School Students,Grade 6,Grade 7,Grade 8,At Risk Students,Summer Programs,Resource Allocation,Faculty Development,Student Promotion,Grade Repetition,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Mentors

This report summarizes evaluation results of the AISD state-funded Optional Extended Year Program for 2002-2003.
Post-Secondary Central Data Warehouse Standard Reports: Oct 2022 Data Submission
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2022-12-15
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Postsecondary Education,Student Characteristics,Credentials,Intellectual Disciplines,Community Colleges,Technical Institutes,Universities,College Students,Age Groups,Academic Degrees,Enrollment,Indigenous Populations,Foreign Students,Females,Males

The Post-Secondary Central Data Warehouse reflects student-level data submitted by 21 of BC's public post-secondary institutions, including colleges, institutes and seven universities. University of British Columbia, University of Victoria, Simon Fraser University and University of Northern British Columbia are not included in these reports. The data include: student headcount totals by institution as well as student headcount by Aboriginal identity, age group, gender, and program area for the academic year (September 1 to August 31), on November 1st (a count of all students enrolled as of November 1st each year), and by fiscal year (April 1 to March 31). Lastly data on credentials awarded by credential type for the academic and calendar years (January 1 to December 31) are provided.
Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools. Year Three Evaluation Report, 2003-2004. Publication Number 03.11
Author: Irani, Behroze
Date: 2004-12-00
Type: Reports - Research
Subjects: Elementary Education,School Counseling,Comprehensive Guidance,Prevention,Intervention,Counseling Effectiveness,Federal Programs,Crisis Intervention,School Safety,Discipline,Educational Environment

The &quot;Getting Ahead of the Need: Comprehensive Counseling for Elementary Schools&quot; grant was awarded by the Safe and Drug Free Schools Program through the U.S. Department of Education to improve elementary school counseling prevention and intervention services offered in the Austin Independent School District. This report describes results from the 2003-2004 school year.
Optional Extended Year Program Summary Report: 2003-2004. Publication 03.08
Author: Washington, Wanda
Date: 2004-10-00
Type: Reports - Research
Subjects: School Districts,Extended School Year,Kindergarten,Elementary School Students,Middle School Students,Program Descriptions,At Risk Students,Academic Failure,Supplementary Education,Program Evaluation,Parent Participation,Educational Finance,Costs,Expenditures,Interdisciplinary Approach,Staff Development,Curriculum,Summer Programs,Student Promotion,Extended School Day,Acceleration (Education)

This report summarizes activities in the AISD state-funded Optional Extended Year program for the 2003-2004 school year.
State Compensatory Education, 2002-2003 Evaluation Report. Publication Number 02.08
Author: Carrejo, Denise Piñon
Date: 2003-10-00
Type: Reports - Research
Subjects: School Districts,State Programs,Compensatory Education,Program Evaluation,State Aid,At Risk Students,Graduation Rate,Academic Achievement,Dropout Rate,Educational Finance,Academic Support Services,Budgets,Educational Indicators,Student Characteristics,State Standards,Instructional Program Divisions,High School Graduates,Credits,Itinerant Teachers,Summer Programs,Remedial Reading,Dropout Prevention,Suspension,Discipline,Tutorial Programs,Transitional Programs,Achievement Gap

This report summarizes evaluation results for AISD's state-funded State Compensatory Education program activities during the 2002-2003 school year.
AISD K-4 Accelerated Reading and Mathematics Instruction Evaluation, 2003-04. Publication Number 03.09
Author: Curry, Janice
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: School Districts,Acceleration (Education),Mathematics Instruction,Reading Instruction,Kindergarten,Elementary School Students,Reading Tests,Mathematics Tests,Outcomes of Education,Intervention,Student Characteristics,English Language Learners,Low Income Students,Gender Differences,Hispanic American Students,Ethnicity,Spanish,Achievement Gains,Faculty Development,Program Improvement,Teacher Attitudes,Administrator Attitudes

This report summarizes AISD's activities supporting accelerated reading and math instruction for students in grades kindergarten through 4 during the 2003-2004 school year.
Rethinking K-12 Education--and Beyond. Issue Brief
Author: Domanico, Ray
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Kindergarten,Elementary Secondary Education,Governance,State Standards,Charter Schools,Public Officials,Government Role,Educational Finance,Financial Support,Public Education,Expenditures,Outcomes of Education,Educational Quality,School Effectiveness,Equal Education,College Attendance,School Law,National Competency Tests,Mathematics Tests,English,Language Arts,Academic Achievement,Comparative Analysis,School Districts,African American Students,Scores,School Choice,Accountability,Educational Strategies

New York State's system of public elementary and secondary schools is in steep decline, but it is salvageable. The roots of its problems pre-date the onset of the COVID-19 pandemic in early 2020, but the system's response to that challenge accelerated discontent with the schools and harmed students. The damage of those years will not be undone if the state blindly continues to throw money at schools--unless there is a fundamental re-thinking of the purpose and governance of public education. New York consistently leads the nation in K-12 school spending, yet by 50-state standards, student outcomes are mired in the middle. If higher spending automatically led to higher quality, New York would be a model for the nation. Unfortunately, this model has demonstrably failed, and it is time for state leaders to fundamentally rethink their approach to education. This brief discusses: (1) the impacts of a change in the mayoral control of the New York City schools; (2) charter school outcomes; (3) the misguided college-for-all push; (4) and five areas in which the governor can lead a change in approach to education.