ethanporcaro/eric-fulltext-meta huggingface dataset:
A Nation Equipped: A K-12 Education System for Today and Tomorrow. Sustaining Capitalism. Solutions Briefs
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Kindergarten,Elementary Secondary Education,Educational Quality,Access to Education,Educational Change,Educational Finance,Equal Education,Barriers,Crisis Management,Federal Aid,Technology Uses in Education,Educational Attainment,Federal Legislation,National Competency Tests,Family School Relationship,Student School Relationship,Educational Strategies,Capacity Building,Teacher Shortage,Teacher Burnout,Technology Integration,Achievement Gap

The response to the COVID-19 pandemic upended the US K-12 education system, exacerbated pre-existing challenges around student achievement, and created new obstacles to delivering high-quality learning for all students. Concerns for the US education system were increasing prior to the pandemic as academic achievement and school reforms struggled to keep pace with the evolving demands of the 21st century. School disruptions during the pandemic enervated the US education system, highlighted inequities, and intensified deficiencies leading to a new level of national education crisis which is becoming more and more evident in recent national assessments of achievement. This Solutions Brief examines the impact of the response to the COVID-19 pandemic on the US K-12 education system. It reviews the historic investment by Congress to restore schools and identifies promising practice examples that offer hope for student success. The Brief also proposes a series of recommendations that includes utilizing advances in technology and the extraordinary federal funding for K-12 education in states to enhance learning recovery and repair systemic issues to ensure all children can progress in educational attainment and are equipped to succeed as productive, engaged citizens.
Dually Noted: Understanding the Link between Dual Enrollment Course Characteristics and Students&apos; Course and College Enrollment Outcomes. CCRC Working Paper No. 134
Author: Ryu, Wonsun
Date: 2023-05-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Grade 9,Community Colleges,Courses,Enrollment Rate,Outcomes of Education,Course Content,Geographic Location,School Location,College Faculty,Teacher Characteristics,Learning Modalities,Predictor Variables,College Enrollment,Academic Persistence,Grades (Scholastic),Student Characteristics

Although dual enrollment programming and interest in how that programming shapes students' college outcomes have expanded considerably in the past 20 years, policymakers, educational administrators, and practitioners do not have adequate information about which dual enrollment structural options are most effective. Using statewide administrative data in Texas on students who entered 9th grade in 2015 or 2016 and took at least one dual enrollment course through a community college, this paper examines dual enrollment course enrollments and outcomes among recent high school entrants. We describe dual enrollment coursetaking and dual enrollment course characteristics (including instructor affiliation, course location, and instructional modality) for traditional Texas public high school students (as opposed to those attending an Early College High School or charter school), illustrating how students participate in dual enrollment (e.g., the types of courses taken and when in their high school career students take these courses) and highlighting typical course characteristics. We then examine how dual enrollment course and instructor characteristics predict student course completion, course grades, and subsequent college enrollment. Our descriptive analyses illuminate striking differences between the demographic and academic backgrounds of students who take academic dual enrollment courses versus career and technical education dual enrollment courses, as well as variation in course characteristics across these two dual enrollment course types. Our regression analyses illustrate how several malleable dual enrollment course characteristics are associated with students' course outcomes and subsequent college enrollment. The relationships we identify offer insights for the design of dual enrollment courses and programs.
Assessing College-Credit-In-High-School Programs as On-Ramps to Postsecondary Career Pathways for Underrepresented Students. Research Brief
Author: Steiger, Jessica
Date: 2023-04-00
Type: Reports - Research
Subjects: High School Students,Disproportionate Representation,College Credits,Dual Enrollment,College Attendance,Postsecondary Education,Access to Education,Employment,Career Pathways,Models,Program Effectiveness,Advanced Placement Programs,Vocational High Schools,Articulation (Education),Barriers,Guided Pathways

Research shows that earning college credit while in high school increases students' chances of going to college directly after high school and of earning a college credential. Research also makes clear, however, that access to early postsecondary opportunities is uneven, with lower rates of participation among students of color, those from low-income families, and those from other groups underrepresented among college graduates (e.g., English learners and students with disabilities). Moreover, research indicates that to be effective with students who do not have clear plans for college after high school, solely enabling students to take college courses is not sufficient; students from underrepresented groups also benefit from outreach, advising, and strong teaching and academic support building on their interests to further motivate and guide them to pursue postsecondary education after high school. This brief examines research on the five most common college-credit-in-high-school models and assesses their potential as large-scale on-ramps to postsecondary programs that lead to career-path employment for students who have not been well served historically in the transition from high school to college and careers.
Seven Promising Practices for the Future of Higher Education
Author: Suttles, George
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Practices,Higher Education,Futures (of Society),Educational Change,COVID-19,Pandemics,College Administration,Tuition,Debt (Financial),Models,Barriers,Business,Costs,Economic Factors,Social Influences,Technology Integration,Institutional Cooperation,Academic Persistence,Graduation Rate,Online Courses,Learning Management Systems,Acceleration (Education)

Even before the pandemic, the college/university business model was under scrutiny. With rising tuition costs outpacing living wages, and student debt burdens crippling students, institutions of higher learning were grappling with how to evolve. The COVID-19 pandemic introduced an abundance of obstacles that colleges had to face head on, but they also exacerbated institutional, academic, and operational issues that have been bubbling up for a long time. The economic and social impacts that the pandemic had on higher education highlighted significant weaknesses of the current business model and may have even accelerated changes that were inevitable. COVID caused the business model to evolve and change. This report shares seven changes that transformed higher ed that are here to stay.
Using a Measurement System to Strengthen Student Success Reforms: Guidebook and Tools for Data Management and the Postsecondary Data Partnership
Author: Complete College America (CCA)
Date: 2023-04-00
Type: Guides - General
Subjects: Measurement,Guides,College Faculty,College Administration,Graduation Rate,Disadvantaged,Data Analysis,Achievement Gap,Academic Achievement,Educational Change,Strategic Planning,Benchmarking,Data Collection,Standards,Educational Improvement,College Students

Measurement systems give colleges a structure for collecting, sharing, and acting on data. The guidebook and tools presented here help faculty, staff, college leadership, and policymakers understand and use measurement systems--and specifically use data to improve completion rates, close institutional performance gaps, and facilitate economic mobility for historically excluded students. This report lists four cornerstones to strong measurement systems: (1) measure what matters; (2) source the data your college needs; (3) use the national student clearing house PDP; and (4) have regular conversations about data.
Spiritual Intelligence of Teachers and Students
Author: Chakma, Chitra
Date: 2023-02-00
Type: Journal Articles
Subjects: Teacher Characteristics,Student Characteristics,Age Differences,Educational Attainment,Spiritual Development,College Faculty,College Students,Self Concept,Values,Religion,Holistic Approach

The citizens of a nation stay healthy, happy and successful when they have holistic approach to life. Spiritual intelligence (SI) is an intelligence that transforms emotions, thoughts, body and mind of an individual and helps in developing holistic approach to life. It not only helps to discriminate between good and bad but also helps to realize one's potential and activates positive qualities. Thus, it is a powerful ability to solve problems related to personal, professional, academic, social and other aspects of life. Developing a holistic approach to life is one of the key goals of higher education and SI enables students and teachers to handle difficult situations and to live a happy life. Keeping this in mind, the objectives of the present study was to measure the level of SI of teachers and students, explore the influence of designation on SI and its dimension based on cross sectional survey design. Data was collected randomly through a self- developed SI rating scale from 1266 students and 330 teachers. The findings revealed that almost equal number of teachers and students fall in low, medium and high level of SI. Results also showed no association between the level of SI and designation of participants. It was also found that designation of participants had significant influence on some dimensions of SI. Age and level of education may be responsible for this influence and that can be explored in further research.
School Quality and Self-Esteem of Compostela National High School
Author: Budo, Cherry Marie A.
Date: 2023-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Educational Quality,Self Esteem,Grade 7,Grade 8,Grade 9,Grade 10,Foreign Countries,Educational Practices,Locus of Control,Student School Relationship,Academic Standards,Educational Environment,Junior High School Students,Teamwork,Professionalism,Student Needs,Satisfaction,School Safety,Well Being

The study aimed to determine which of the domains in school quality significantly influence the self-esteem of CNHS learners. The quantitative non-experimental design using the correlational technique was used in the study. It was conducted in Compostela National High School involving 300 Junior High learners, specifically learners of grade 7, grade 8, grade 9, and grade 10 for the School Year 2018-2019. Moreover, the statistical tools used in the study were Mean, Pearson Product Moment of Correlation, and Regression. The study revealed a high level of school quality and self-esteem in the learners. The study also found a significant relationship between school quality and self-esteem. Further, the study revealed that the combined domains of school quality significantly influence the self-esteem of Compostela National High School learners. In the institution mentioned above, among the domains of school quality, professionalism and capacity of the system and responsiveness of the system has the greatest influence on the self-esteem of the learners.
Phonological Awareness Lessons Research Study Kindergarten, 2022-2023, Mid Year Report
Author: Schechter, Rachel L.
Date: 2023-08-02
Type: Reports - Research
Subjects: Phonological Awareness,Kindergarten,Student Characteristics,Reading Skills,Program Effectiveness,Reading Achievement,Low Achievement,Intervention,Disadvantaged Youth,At Risk Students

This study aims to measure the impact of 95 Percent Group's Phonological Awareness Lessons (PA Lessons), an intervention program designed primarily for Tier 2 or 3. The study is a replication of Schechter &amp; Lynch (2023) research conducted in the same medium-sized school district, Val Verde Unified School District, in California during the 2021-2022 school year. It presents the fall results from September 2022 to January 2023 using Acadience? Reading data. The same school groups (treatment with PA Lessons and comparison without the PA Lessons) continue from the previous study and therefore uses a quasi-experimental design to generate evidence of the program's impact that aligns with evidence standards associated with ESSA Level 2 (Moderate). A total of 527 kindergarten students from 11 schools who were well below/below benchmark in the Fall of 2022 participated in the study. Of these students, 257 were in the treatment group, and 270 were in the comparison group. The demographic characteristics of the comparison group included 56% males, 3% with special education (SPED) status, 44% English Language Learners (ELL), 88% from diverse ethnic/racial backgrounds, and 24% identified as foster/homeless. Similarly, the treatment group demographics comprise 51% males, 2% with SPED status, 36% ELL, 87% from diverse ethnic/racial backgrounds, and 20% identified as foster/homeless. Results of the study found that using PA Lessons substantially impacted student growth for Tiers 2 &amp; 3 over the fall. PA Lesson schools had reduced Well Below Grade Level by half (67% to 28%). Comparison schools only reduced the group by less than a third (67% to 47%). Notably, 41% of PA Lesson students were At/Above grade level mid-year, compared to only 25% in other schools.
Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings
Author: McDaniel, Sara C.
Date: 2021-00-00
Type: Reports - Research
Subjects: Racism,Minority Group Students,Discipline,Equal Education,Positive Behavior Supports,Racial Discrimination,Culturally Relevant Education,Educational Change,Faculty Development

Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (1) code of conduct revisions; (2) data analysis; (3) cultural and implicit bias awareness; and (5) culturally responsive hiring, training, and teaching. [This paper was published in &quot;Beyond Behavior&quot; v30 p157-168 2021 (EJ1317212).]
Phonological Awareness Lessons Research Study: Kindergarten, 2022-2023, Final Report
Author: Schechter, Rachel L.
Date: 2023-08-00
Type: Reports - Research
Subjects: Phonological Awareness,Kindergarten,Student Characteristics,Students with Disabilities,English Language Learners,Minority Group Students,Homeless People,Foster Care,Hispanic American Students,Program Effectiveness,Reading Skills,Reading Instruction,Reading Fluency,Gender Differences,Preschool Teachers,Teacher Attitudes,Achievement Gains

This study measures the impact of 95 Percent Group's Phonological Awareness Lessons (PA Lessons), an intervention program designed for kindergartners for Tier 2 or 3. The study is a replication of a study conducted in the same medium-sized school district in California during 2021-2022. Students Below or Well Below Benchmark in Fall 2022 were assessed with Acadience? Reading was used to compare literacy growth from 2022-2023 using a quasi-experimental design, aligning with Moderate evidence standards associated with ESSA Level. The study follows 536 kindergarten students from 11 schools, 260 in the treatment group, and 276 in the comparison group. The demographic characteristics of the comparison group included 56% males, 3% with special education (SPED) status, 45% English Language Learners (ELL), 88% were Hispanic, and 24% identified as foster/homeless. Similarly, the treatment group demographics comprise 51% males, 2% with SPED status, 36% ELL, 87% were Hispanic, and 21% identified as foster/homeless. Results showed that using PA Lessons substantially impacted student growth for Tiers 2 &amp; 3 across the school year with a Cohen's d effect size .84, which is more than twice as large as previous studies. PA Lesson schools reduced Well Below Grade Level by 25 percentage points from Fall to Spring (72% to 47%). Alternatively, comparison schools only reduced the group by 20 percentage points from Fall to Spring (79% to 59%). Notably, an additional 10% of students ended the year At or Above Benchmark for the grade level (36% PA Lessons vs. 26% Other Schools).
Child Care Access Means Parents in Schools (CCAMPIS): In Brief. CRS Report R47422, Version 2
Author: Edgerton, Adam K.
Date: 2023-02-13
Type: Reports - Research
Subjects: Parents,Employed Parents,College Students,Low Income Students,Child Care,Access to Education,Grants,Child Care Centers,Federal Programs,Eligibility,Costs,Dependents,Federal Aid

Student-parents face unique postsecondary persistence and completion challenges as they balance raising children with the demands of coursework and possibly employment. In order to help lowincome student-parents earn degrees and credentials, the federal government provides Child Care Access Means Parents in School (CCAMPIS) grants to institutions of higher educations (IHEs). CCAMPIS grants support or establish campus-based child care services that primarily serve the needs of low-income students. This report briefly describes the postsecondary undergraduate student-parent population and their dependent care costs. It then provides an explanation of CCAMPIS eligibility and program requirements. This is followed by a summary of program appropriations trends, program outcome data, and recent congressional proposals to reauthorize and modify the program.
Career and Technical Education: Program Analysis Scorecard Report, 2018-2019. Publication 18.53
Author: Coco, Marlena
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Alignment (Education),Educational Quality,Access to Education,Equal Education,School Districts,High School Students,Certification,School Business Relationship,Experiential Learning,Industry,Work Experience,Job Skills,Leadership Training,Vocational Education Teachers,Teacher Attitudes,Student Attitudes,Dual Enrollment

In the first year of the Career and Technology Education (CTE) 5-Year Plan, this report describes outcomes for CTE goals in program alignment, quality instruction, and access and equity. Among Austin Independent School District (AISD) high school CTE students, 3,203 earned at least one industry-based certification. Industry partners included 140 businesses and organizations that provided work-based experiences to AISD CTE students. Through high-quality, standards-based, industry-aligned pathways, CTE students gain work experience, academic knowledge, technical and professional skills, leadership development, and postsecondary credentials. [For the Executive Summary, see ED629782.]
Career and Technical Education Program Analysis Scorecard. Executive Summary, 2018-2019. Publication 18.54
Author: Coco, Marlena
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Vocational Education,Alignment (Education),Educational Quality,Access to Education,Equal Education,School Districts,High School Students,Certification,School Business Relationship,Experiential Learning,Industry,Work Experience,Job Skills,Vocational Education Teachers,Teacher Attitudes,Student Attitudes,Dual Enrollment

In the first year of the Career and Technology Education (CTE) 5-Year Plan, this report describes outcomes for CTE goals in program alignment, quality instruction, and access and equity. Among Austin Independent School District (AISD) high school CTE students, 3,203 earned at least one industry-based certification. Industry partners included 140 businesses and organizations that provided work-based experiences to AISD CTE students. Through high-quality, standards-based, industry-aligned pathways, CTE students gain work experience, academic knowledge, technical and professional skills, leadership development, and postsecondary credentials. [For the full report, see ED629781.]
Social and Emotional Learning Program: The Effective Teacher Language Course. Teachers&apos; Perceptions of the Effective Teacher Language Course Curriculum. Publication 19.03
Author: Poulsen, Helen
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Faculty Development,Teacher Attitudes,Feedback (Response),Language Usage,Teacher Student Relationship,School Districts,Video Technology,Modeling (Psychology),Classroom Communication,Elementary School Teachers,Middle School Teachers,High School Teachers,Self Efficacy

This report analyzes teachers' feedback on the Effective Teacher Language course, a social and emotional learning opportunity for teachers. The Effective Teacher Language course is available online to teachers for a Professional Learning Exchange Day.
2019 SAT Test Results Summary: Austin Independent School District. 2018-2019. Publication 19.04 RB
Author: Coco, Marlena
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: School Districts,College Entrance Examinations,High School Seniors,Scores,Student Participation,Student Characteristics,Racial Differences,Ethnicity,Mathematics Achievement,Reading Achievement,College Readiness,Writing Achievement

This report describes SAT test results for AISD's graduating seniors, Class of 2019, who took the SAT any time during high school.
2019 ACT Test Results Summary: Austin Independent School District. 2018-2019. Publication 19.05 RB
Author: Looby, Karen
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: School Districts,College Entrance Examinations,High School Seniors,Scores,Student Participation,Student Characteristics,Racial Differences,Ethnicity,English Instruction,Academic Achievement,Mathematics Achievement,Reading Achievement,Science Achievement,College Readiness

This report describes ACT test results for Austin Independent School District (AISD) seniors in the 2018-2019 school year. In 2018-2019, the district's average ACT composite score of 23.0 exceeded the state (20.5) and national (20.7) average composite scores.
Mindful Staff in Austin Independent School District: 2018-2019. Publication 19.07
Author: Cornelius, Chelsea
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: School Districts,Professional Development,School Personnel,Elementary Secondary Education,Metacognition,Attitudes,Individual Characteristics,Institutional Characteristics,Social Emotional Learning,Intervention,Low Income Students,Socioeconomic Status,Behavior,Work Experience

In 2018-2019, more than 200 Austin Independent School District staff members attended a mindfulness training. This report highlights results from a survey that staff completed about their personal and professional mindfulness practices.