ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Pathways for Teachers: 2018-2019 Evaluation Report. Publication 18.46
Author: DeBaylo, Paige
Date: 2019-11-00
Type: Reports - Research
Subjects: School Districts,Program Implementation,Program Evaluation,Teacher Participation,Faculty Development,Teacher Leadership,Teacher Evaluation,Compensation (Remuneration),Teacher Salaries,Teacher Effectiveness,Teacher Competencies

The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT, which just completed its third year. PPfT first launched district-wide in AISD in the 2016-2017 school year, and since then the concept behind the program has been refined to that of empowering teachers and improving the quality of teaching through a multi-measure appraisal and compensation system. [For the executive summary, see ED629689.]
Professional Pathways for Teachers: 2018-2019 Evaluation Report. Executive Summary. Publication 18.46ES
Author: DeBaylo, Paige
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: School Districts,Program Implementation,Program Evaluation,Teacher Participation,Faculty Development,Teacher Leadership,Teacher Evaluation,Compensation (Remuneration),Teacher Salaries,Teacher Effectiveness,Teacher Competencies

This is an executive summary of a full report that helps stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. The full report also contains summative data on the progress of PPfT, having just completed its third year. PPfT first launched district-wide in AISD in the 2016-2017 school year, and since then the concept behind the program has been refined to that of empowering teachers and improving the quality of teaching through a multi-measure appraisal and compensation system. [For the full report, see ED629688.]
The Quality of University Service: Its Impact on Students&apos; Satisfaction and Loyalty in Bangladesh State University
Author: Hasan, Mahamudul
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,College Students,Student Satisfaction,Student School Relationship,Universities,Mediation Theory,Delivery Systems,Reputation

The present study explores the effect on student satisfaction and student loyalty of higher education service quality dimensions. Ensuring quality improvement and implementation of strategies for the tertiary education sector has become critical. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. Data has collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities in Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The study results have shown that teaching, support services, library and lab facilities, and internationalization significantly influence student satisfaction except for administrative service and hostel facilities. Teaching, administrative services, library and lab facilities, and internationalization significantly influence student loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The study results have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied the SERVQUAL model, which is not suitable for an educational institution. However, this study has applied a higher education service quality model uniquely developed to measure higher educational institutions' service quality.
Leadership Development: Summary of Evaluation Findings from 2018-2019. Publication 18.25
Author: DeBaylo, Paige
Date: 2019-08-00
Type: Reports - Research
Subjects: Leadership Training,School Districts,Program Evaluation,Program Implementation,Assistant Principals,Personnel Selection,Evaluation Methods,Departments

This report describes findings from the Austin Independent School District's (AISD) Department of Leadership Development 2018-2019 evaluation. The purposes of the evaluation in 2018-2019 were to update the Department of Leadership Development theory of change (ToC) and logic model and to evaluate the implementation of the newly developed assistant principal (AP) and principal hiring processes designed to select a diverse group of equity-focused, effective novice leaders to meet the goal of creating a leadership pipeline that reflects AISD values and fosters a selection and development mindset. A separate executive summary report also was published. [For the executive summary, see ED629693.]
Leadership Development: Executive Summary of Evaluation Findings, 2018-2019. Publication 18.25ES
Author: DeBaylo, Paige
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: School Districts,Leadership Training,Program Evaluation,Personnel Selection,Assistant Principals

This report describes findings from the Austin Independent School District's (AISD) Department of Leadership Development 2018-2019 evaluation. The purposes of the evaluation in 2018-2019 were to update the Department of Leadership Development theory of change (ToC) and logic model and to evaluate the implementation of the newly developed assistant principal (AP) and principal hiring processes designed to select a diverse group of equity-focused, effective novice leaders to meet the goal of creating a leadership pipeline that reflects AISD values and fosters a selection and development mindset. A separate full report also was published. [For the full report, see ED629692.]
Early College High School Program Summary Report, 2018-2019. Publication 18.44
Author: Orr, Aline
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: College Preparation,Dual Enrollment,High School Students,High School Graduates,College Readiness,Minority Group Students,Economically Disadvantaged,Student Certification,Outcomes of Education

Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate's degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS, highlights emerging topics from the teacher and program staff surveys, and provides general recommendations for future program implementation.
Student Data Dig 2019: Ann Richards School. Publication 18.31RB
Author: Fayles, Cason
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Females,Grade 9,Grade 10,Social Emotional Learning,Skill Development,High School Students,Student Attitudes,Well Being

This report summarizes two student data dig meetings held at Ann Richards School for Young Women Leaders in Spring 2019. Using data from the Spring 2019 AISD Student Climate Survey, students connected their experiences to survey data and brainstormed topics and strategies for a proposed course on social and emotional learning (SEL) skill development as part of the school's broader effort to support student wellness and achievement.
Pathways in Technology Early College High School Program Summary Report, 2018-2019. Publication 18.45
Author: Orr, Aline
Date: 2020-01-00
Type: Reports - Research
Subjects: Career Pathways,High School Students,Experiential Learning,Outcomes of Education,Technology Education,Student Characteristics,College School Cooperation,Dual Enrollment,College Readiness,Community Colleges

Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program, highlights emerging topics from the student and teacher and program staff surveys, and provides general recommendations for future program implementation.
Culturally Responsive Restorative Practices: Preliminary Data from Participating Schools, 2018-2019. Publication 18.49
Author: Fayles, Cason
Date: 2019-12-00
Type: Reports - Research
Subjects: Achievement Tests,Culturally Relevant Education,Educational Environment,School Culture,Student Characteristics,Attendance,Mathematics Achievement,Reading Achievement,Discipline,Elementary School Students,Middle School Students,Restorative Practices

This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Data include staff and student demographics, student attendance, STAAR math and reading passing rates, perceptions of school climate, and disciplinary practices.
Twilight Credit Recovery Program Annual Report, 2018-2019. Publication 18.42
Author: Orr, Aline
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: School Districts,High School Students,Middle School Students,At Risk Students,Dropout Prevention,Required Courses,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Program Effectiveness,Instructional Program Divisions,Grades (Scholastic),Attendance,Academic Achievement,Student Attitudes,Teacher Attitudes,Administrator Attitudes

This report includes findings regarding demographic characteristics and academic outcomes of Twilight program students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
Financial Aid and ApplyTexas Submissions: Austin Independent School District (AISD) and Campus Summary, 2018-2019. Publication 18.50 RB
Author: Orr, Aline
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Student Financial Aid,High School Seniors,Eligibility,Student Participation,Financial Aid Applicants,Postsecondary Education

This report summarizes FAFSA and ApplyTexas submissions by AISD seniors in 2019. FAFSA is an application to determine eligibility for financial aid whereas Apply Texas applications allow students to apply to postsecondary institutions in the state.
National Board Certification: 2018-2019 Evaluation Report. Publication 18.52
Author: Leung, Jenny
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Teacher Certification,National Standards,Teacher Effectiveness,Teacher Behavior,Teacher Competencies,Teacher Responsibility,Communities of Practice,Academic Achievement,School Personnel,Elementary Secondary Education,Institutional Characteristics,Racial Differences,Ethnicity,Gender Differences,Educational Attainment,Teacher Transfer,Intellectual Disciplines

This report examines various outcomes regarding National Board (NB) Certified teachers and their students in the Austin Independent School District for 2018-2019. The National Board for Professional Teaching Standards NB certification process is a rigorous professional development opportunity available to teachers, counselors, and librarians that involves intensive self-reflection of their teaching practices, based on nationally established standards. Obtaining certification indicates accomplished practice in teaching. Findings indicated that NB-certified teachers were more effective than similar non-NB-certified teachers.
Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623
Author: McDuffie, Amy Roth
Date: 2023-06-00
Type: Reports - Research
Subjects: Admission Criteria,Preservice Teacher Education,College Admission,Elementary Secondary Education,Mathematics Teachers,Science Teachers,College Faculty,Inclusion,Social Justice,Race,Teacher Attitudes,Equal Education,Teacher Education Programs,Student Diversity

This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 &quot;mathematics and science&quot; teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, interviews), and how applicants' DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants' ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implication, and dilemmas for teacher preparation programs and faculty are discussed.
Creating a Culturally Responsive Classroom for World Language Classes: A Connection of CRT and Comprehensible Input, a Study of Strategies and Best Practices
Author: Bjarnason, Nicole
Date: 2023-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Culturally Relevant Education,Second Language Learning,Second Language Instruction,Teaching Methods,Student Diversity,Outcomes of Education,Linguistic Input,Language Usage,Language Proficiency,Cultural Background,Classroom Techniques,Inclusion,Communicative Competence (Languages),Student Characteristics,Best Practices,Linguistic Theory,Spanish,Lesson Plans,Grade 9,Cultural Awareness

The ability to communicate in different languages is increasingly essential in today's interconnected world. However, language learning outcomes can often suffer due to low engagement and participation, especially among students from diverse cultural and socioeconomic backgrounds. To address this challenge, it is crucial to create a culturally responsive classroom environment that values inclusivity and fosters a sense of belonging for all students. Incorporating culturally responsive teaching practices that consider students' cultural backgrounds, interests, and proficiency levels while providing comprehensible input can significantly enhance language learning outcomes and promote a positive and inclusive learning environment. Comprehensible input involves the use of language that students can understand, even if it is slightly beyond their current level, in the context of meaningful and relevant language use. Culturally responsive teaching in world language classes involves tailoring the curriculum to be relevant and meaningful to students' cultural backgrounds, using instructional strategies that are culturally relevant, and creating a classroom environment that respects and values cultural diversity. This inclusive framework of culturally relevant education goes by various terms, including culturally relevant pedagogy, culturally responsive teaching, and culturally sustaining pedagogy. This thesis presents a curricular planning approach that is intentionally designed to be engaging and relevant to students, while also incorporating culturally responsive teaching practices. The approach centers around communicative strategies that foster inclusivity in the classroom, ensuring that every student feels valued and heard. A key component of this 3-day curricular planning unit revolves around a novel, which provides comprehensible input on real-world issues that are compelling for students, such as quinceañeras, turbulent relationships, gang violence, immigration, and more. By incorporating these themes and strategies into the curriculum, the aim is to create a learning environment that is both academically rigorous and personally meaningful to students' lives, while also recognizing and respecting their diverse cultural backgrounds.
Afterschool Centers on Education: Cycle 9 Austin Independent School District. Final Report 2018-2019. Publication 18.29a
Author: dela Cruz, William
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,College Readiness,Career Readiness,Academic Achievement,After School Programs,Elementary School Students,Middle School Students,Family Involvement,State Aid,Attendance,Discipline,Student Attitudes,Achievement Tests,Outcomes of Education,Program Evaluation,Ethnicity,Gender Differences,Parent Attitudes,Safety,Scores,Student Characteristics,Enrichment,Educational Quality,Program Improvement,Achievement Gains

The AISD Afterschool Centers on Education (ACE Austin) program provided academic assistance, enrichment, college and career readiness, and family engagement activities at six elementary and four middle school campuses through Cycle 9 funding through the Texas Education Agency. ACE Austin was found to have a positive impact on students' academic achievement, school-day attendance, discipline, and college and career readiness. Most of the parents of ACE Austin students reported an overall positive climate and positive experiences with the ACE Austin program.
Afterschool Centers on Education: Cycle 10 Austin Independent School District. Final Report 2018-2019. Publication 18.29b
Author: dela Cruz, William
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,Academic Achievement,Program Evaluation,Outcomes of Education,College Readiness,Career Readiness,Attendance,Discipline,After School Programs,Enrichment,Family Involvement,Elementary School Students,Middle School Students,State Aid,Educational Finance,High School Students,Student Characteristics,State Standards,Achievement Tests,Achievement Gains,Parent Attitudes,Positive Attitudes,Educational Quality,Gender Differences,Ethnicity,Scores

The AISD Afterschool Centers on Education (ACE Austin) program provided academic assistance, enrichment, college and career readiness, and family engagement activities at seven elementary, one middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE Austin was found to have a positive impact on students' academic achievement, school-day attendance, discipline, and college and career readiness. Most of the parents of ACE Austin students reported an overall positive climate and positive experiences with the ACE Austin program.
Afterschool Centers on Education: Cycle 10 Boys and Girls Clubs of the Austin Area. Final Report 2018-2019. Publication 18.29c
Author: dela Cruz, William
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,College Readiness,Career Readiness,After School Programs,Elementary School Students,Middle School Students,High School Students,Family Involvement,Clubs,Academic Achievement,Attendance,Discipline,Enrichment,State Aid,Parent Attitudes,Student Attitudes,Program Evaluation,Achievement Tests,Educational Quality,Gender Differences,Ethnicity,Student Characteristics,Outcomes of Education,Program Improvement

The Afterschool Centers on Education of the Boys and Girls Clubs of the Austin Area (ACE BGCA) provided academic assistance, enrichment, college and career readiness, and family engagement activities at four elementary, three middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE BGCA was found to have a positive impact on students' academic achievement, school-day attendance, discipline, and college and career readiness. Most of the parents of ACE BGCA students reported an overall positive climate and positive experiences with the ACE Austin program.
Afterschool Centers on Education: Cycle 9 Foundation Communities. Final Report 2018-2019. Publication 18.29d
Author: dela Cruz, William
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: After School Programs,College Readiness,Career Readiness,State Aid,School Districts,Comparative Analysis,Outcomes of Education,Program Evaluation,Elementary School Students,Educational Quality,Student Attitudes,Parent Attitudes,Attendance,Academic Achievement,Discipline,Achievement Tests,Achievement Gains,Gender Differences,Ethnicity,Student Characteristics,Enrichment,Educational Finance,Family Involvement

The Afterschool Centers on Education (ACE) program managed by Foundations Communities provided academic assistance, enrichment, college and career readiness, and family engagement activities at community learning centers to students from three AISD elementary schools, using Cycle 9 funding through the Texas Education Agency. This report compares student outcomes over two years for students who participated in ACE managed by Foundation Communities in 2018-2019.
A Comparison of AISD District-Wide Surveys: Addressing Responses to Similar Items Across the TELL, Student Climate, and Family Surveys. Publication 18.18
Author: DeBaylo, Paige
Date: 2019-06-00
Type: Reports - Research
Subjects: School Districts,Surveys,Feedback (Response),School Personnel,Attitudes,Student Attitudes,Family Attitudes,Educational Environment,Social Emotional Learning,School Safety,Elementary Secondary Education

District-wide surveys are used in a variety of ways around the district and are designed to collect feedback from some of our main district stakeholders. Although there is a general understanding that some of the same topics are examined in these surveys, a comparison of these surveys to determine any direct overlap in survey items has not been explored. Therefore, it is the purpose of this report to identify similar items across these surveys and to examine the relationships between responses to or perceptions of these items.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2018-2019. Publication 18.38
Author: Wang, Crystal
Date: 2019-11-00
Type: Reports - Research
Subjects: Middle School Students,Grade 7,College Readiness,College Preparation,Undergraduate Study,Parents,Attitudes,Program Effectiveness,Program Implementation,Family Involvement,Career Counseling,School Counseling,Faculty Development,Middle School Teachers

In 2018-2019, the program's second federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 7th-grade students (n = 2,536) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation.