ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Alternative THinking Strategies (PATHS®). Intervention Brief. Supportive Learning Environment Topic Area. NCEE 2021-008
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Thinking Skills,Emotional Development,Social Development,Social Emotional Learning,Elementary School Students,Self Control,Interpersonal Competence,Peer Relationship,Problem Solving,Intervention,Program Implementation,Academic Achievement,Program Costs,Foreign Countries

The &quot;Promoting Alternative THinking Strategies (PATHS®)&quot; program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. &quot;PATHS&quot;® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on: (1) self-control; (2) emotional literacy; (3) social competence; (4) positive peer relations; and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Supportive Learning Environment topic area, explores the effects of the &quot;PATHS&quot;® program on student emotional awareness, social interactions, behavior, and academic achievement. The WWC identified 35 studies of the &quot;PATHS&quot;® program. Two of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of the &quot;PATHS&quot;® program on students-- including 70% White, 11% Asian, and 8% Black students, and students with and without disabilities--spanning grades 1 through 5 in both urban and suburban districts. This intervention brief provides an overview of the full report. [For the full report, see ED611242. For the Intervention Snapshot, see ED611244.]
Promoting Alternative THinking Strategies (PATHS®). Intervention Snapshot. Supportive Learning Environment Topic Area. NCEE 2021-008
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Intervention,Social Development,Emotional Development,Elementary School Students,Outcomes of Education,Academic Achievement,Peer Relationship,Foreign Countries,Program Costs,Social Emotional Learning

The &quot;Promoting Alternative THinking Strategies (PATHS®)&quot; program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. &quot;PATHS&quot;® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on: (1) self-control; (2) emotional literacy; (3) social competence; (4) positive peer relations; and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Supportive Learning Environment topic area, explores the effects of the &quot;PATHS&quot;® program on student emotional awareness, social interactions, behavior, and academic achievement. This intervention snapshot provides findings on &quot;PATHS&quot;® from two studies that meet WWC standards. [For the full report, see ED611242. For Intervention Brief, see ED611243.]
Indiana College Equity Report 2020
Author: Indiana Commission for Higher Education
Date: 2020-09-24
Type: Reports - Descriptive
Subjects: Higher Education,Achievement Gap,Equal Education,College Attendance,Graduation Rate,Low Income Students,Minority Group Students,Student Diversity,College Readiness,Dual Enrollment,Racial Differences,Ethnicity,Socioeconomic Influences,Gender Differences,Academic Persistence,Rural Schools,Public Colleges,Private Colleges,Intellectual Disciplines,STEM Education,Allied Health Occupations Education,At Risk Students,Intervention,Program Effectiveness,High School Graduates

In 2013, the Indiana Commission for Higher Education passed a resolution to cut the achievement gap in half by 2018 and close the achievement gap by 2025. The College Equity report provides a snapshot of Indiana's college achievement gap progress -- measured by the college-going rate, early success in college and college completion -- for low-income and minority students. Key takeaways from this third iteration of the report include: (1) Indiana has become more diverse; (2) Hoosier students are not equally prepared for college; (3) Dual credit is an effective tool to bridge equity gaps; (4) College-going rates have declined for every race and ethnicity; (5) Socioeconomic status plays a role in college-going rates; (6) Women go to college at higher rates than men; (7) Black students are less likely to persist to the second year of college; (8) 21st Century Scholars are closing achievement gaps for rural students and across all races and ethnicities; (9) Scholars are more likely to go to an Indiana public or private institution; (10) Completion rates for every race and ethnicity have improved over time, but gaps remain and, in fact, have grown; and (11) Education, STEM (science, technology, engineering and math) and health-related fields lack diversity. [For the 2019 report, see ED598255.]
Redesigning Training Programs for the COVID Era and Beyond
Author: Bennett, Vanessa
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Trainers,Economic Development,Program Design,Equal Education,Access to Education,Job Training,Distance Education,Electronic Learning,Technology Uses in Education,Program Development,Models,Partnerships in Education,Minority Groups,Low Income Groups,Employment,Equal Opportunities (Jobs),Job Skills,Educational Practices,Occupational Mobility,Career Exploration,School Schedules,Staff Development,Employees,Trauma

In this brief, JFF (Jobs for the Future) explores what training providers can do to adapt their programming in ways that put the country on a path to an equitable economic recovery following the COVID-19 pandemic. The authors conducted research to examine what education and training providers can do to design programs that emphasize equity and better serve individuals who face the most barriers to employment. In interviews with representatives of community colleges and community-based organizations (CBO), and with JFF employees who work directly with workforce boards and training providers, they focused on understanding how the shift to remote delivery has affected training programs--both positively and negatively. Based on what they learned, the authors provide recommendations for ways in which training providers can reimagine and redesign their programs with an equity lens. Five design considerations training providers should take into account as they adapt and revamp their programming in the COVID era are offered: (1) Think critically about the use of technology; (2) Expand options for re-employment; (3) Adopt flexible programming models; (4) Support program staff; and (5) Embrace partnerships.
Fiscal Year 2020 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Public Colleges,Community Colleges,College Faculty,Salaries,School Personnel,Enrollment,Geographic Location,Teacher Salaries,Faculty Workload,Administrators,Fringe Benefits

Data about compensation received by employees in Illinois' 48 public community colleges are gathered by the Illinois Community College Board (ICCB). Data in the &quot;Fiscal Year 2020 Salary Report,&quot; which derive from the ICCB Faculty, Staff, and Salary (C1) Data and Supplementary Faculty, Staff, and Salary Information, reflect the census date of October 1, 2019. The efforts that college staff put forth to provide these data are greatly appreciated. In an attempt to minimize the number of separate requests for salary data received by public community colleges, ICCB staff provide these data on the colleges' behalf in response to requests for salary information from the Illinois Board of Higher Education, National Center for Educational Statistics, Legislature, and other interested entities or persons. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data: (1) Headcount enrollment of less than 3,000, downstate, located in or near communities of less than 50,000 population; (2) Headcount enrollment of approximately 3,000 to 4,000, downstate, located in or near communities of less than 50,000 population; (3) Headcount enrollment greater than 4,000, downstate, located in or near communities of less than 50,000 population; (4) Located downstate and in urbanized areas; (5) Headcount enrollment less than 10,000, located in the Chicago metropolitan area; (6) City Colleges of Chicago; and (7) Headcount enrollment greater than 10,000, located in the Chicago metropolitan area. Most tables in this report contain information on full-time employees. The report includes faculty salary data which are based on actual contracts, salaries from salary schedules, overload faculty salary rates, and part-time faculty salary rates. Also included are administrative salaries, other (nonteaching) professional staff salaries; information on average faculty load; salaries for selected administrators; and fiscal year 2019 salaries actually paid to faculty, administrators, other (nonteaching) professionals, and classified staff. [For the 2019 report, see ED598193.]
Outside Jobs among U.S. Public School Teachers. Data Point. NCES 2021-007
Author: Wilhelm, Jeremy
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Multiple Employment,Part Time Employment,Elementary Secondary Education,Incidence,Compensation (Remuneration),National Surveys

This Data Point examines the supplemental school year income earned at jobs outside the school system by public school teachers in the United States. It uses data from the public school teacher survey of the 2017-18 National Teacher and Principal Survey (NTPS), which is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers.
Dual Enrollment for Students from Special Populations: Improving College Transitions for English Learners, Students with Disabilities, Foster Youth, and Young People Experiencing Homelessness
Author: Hooker, Sarah
Date: 2021-02-00
Type: Reports - Research
Subjects: Dual Enrollment,English Language Learners,Students with Disabilities,Foster Care,Homeless People,At Risk Students,Special Needs Students,Barriers,Access to Education,Equal Education,Student Participation,College Readiness,Career Readiness,Graduation Rate,High School Graduates,High School Students,Racial Differences,Ethnicity,Elementary Secondary Education,School Counseling,Expectation,Access to Information,Educational Policy,Student Needs,Language Proficiency,Teacher Competencies,Vocational Education,Advanced Courses,College Credits,College School Cooperation,Partnerships in Education,Faculty Development,Educational Legislation,Federal Legislation,Transitional Programs,State Policy

Interest in dual enrollment is rising in California and nationwide, but students from special populations--including English learners, students with disabilities, foster youth, and young people experiencing homelessness--are too often left on the sidelines. This report explores promising practices and recommendations for designing dual enrollment with the assets and needs of these students at the center. [For the executive summary, see ED611250.]
Dual Enrollment for Students from Special Populations: Improving College Transitions for English Learners, Students with Disabilities, Foster Youth, and Young People Experiencing Homelessness. Executive Summary
Author: Hooker, Sarah
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,English Language Learners,Students with Disabilities,Foster Care,Homeless People,At Risk Students,Special Needs Students,Barriers,Access to Education,Equal Education,Student Participation,College Readiness,Career Readiness,Graduation Rate,High School Graduates,High School Students,Elementary Secondary Education,School Counseling,Expectation,Educational Policy,Student Needs,Advanced Courses,College Credits,College School Cooperation,Partnerships in Education,Transitional Programs,State Policy

This is the executive summary for the report, &quot;Dual Enrollment for Students from Special Populations: Improving College Transitions for English Learners, Students with Disabilities, Foster Youth, and Young People Experiencing Homelessness.&quot; Interest in dual enrollment is rising in California and nationwide, but students from special populations--including English learners, students with disabilities, foster youth, and young people experiencing homelessness--are too often left on the sidelines. This report explores promising practices and recommendations for designing dual enrollment with the assets and needs of these students at the center. [For the full report, see ED611249.]
Bilingual &amp; English as a Second Language Program Evaluation Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-12-01
Type: Reports - Research
Subjects: School Districts,Bilingual Education Programs,Second Language Programs,Second Language Learning,Second Language Instruction,English (Second Language),English Language Learners,Equal Education,Elementary School Students,Middle School Students,Language Minorities,Native Language,Academic Achievement,Language Skills,Enrollment Trends,Trend Analysis,Spanish,State Standards,Achievement Tests,Faculty Development,Comparative Analysis,Teaching Methods,Dropout Rate,High School Students,Graduation Rate,Program Evaluation,Program Effectiveness

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in elementary schools and selected middle schools for language-minority students who need to enhance their English-language skills. Beginning in prekindergarten, the bilingual programs provide ELs with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English through ESL methodology. The native language functions to provide access to the curriculum while the student is acquiring English. Instruction in the native language assures that students attain grade-level cognitive skills without falling behind academically. ESL programs are also offered to language-minority students at all grade levels who need to develop and enhance their English-language skills. ESL programs provide intensive English instruction in all subjects, with a focus on listening, speaking, reading, and writing, through use of ESL methodology. EL enrollment in the district in 2019-2020 was 71,156, an increase of 4,762 (7 percent) from 2018-2019. A total of 33,624 EL students participated in bilingual programs in 2019-2020, and an additional 30,812 in ESL programs.
Board Goals and Constraints Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-10-02
Type: Reports - Evaluative
Subjects: School Districts,Boards of Education,Board of Education Policy,Educational Policy,Educational Improvement,Governance,Educational Objectives,Equal Education,Superintendents,Accountability,Academic Achievement,Achievement Gap,COVID-19,Pandemics,Achievement Gains,Reading Achievement,Mathematics Achievement,Social Emotional Learning,Wellness,Safety,Student Needs,School Closing,College Readiness,Career Readiness,Elementary Secondary Education,Progress Monitoring,English Language Learners,Students with Disabilities,Racial Differences,Outcomes of Education

The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential (Houston Independent School District (HISD), 2019). To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for governing teams (boards in collaboration with their Superintendents) that choose to intensively focus on one primary objective: improving student outcomes. In compliance with Lone Star Governance, the Houston Independent School District Board of Education developed four goals in alignment with their mission and vision. In addition, the board set a framework in which the Superintendent could operate to achieve the goals through three constraints. During the spring of the 2019-2020 school year, in alignment with Texas Education Agency (TEA) recommendations, the HISD Board of Education adopted four emergency constraints while suspending the LSG monitoring calendar in favor of monitoring the district's response to the global pandemic. This report evaluates each goal, constraint, and emergency constraint with their respective progress measures for the 2019-2020 school year. The superintendent's response is provided for each goal, constraint, and emergency constraint to describe the district's strategies throughout the school year and moving forward. No goals were evaluated due to the COVID-19 health emergency.
Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports
Author: Grigal, Meg
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Partnerships in Education,Agency Cooperation,Educational Finance,Sustainability,Student Financial Aid,College Housing,Credentials,Courses,Student Employment

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2017-2018 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the Institution of Higher Education (IHE) during the third year of FY 2016-2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. Additionally, the report provides trends over time as well as descriptive data on the students who exited TPSID programs during 2017-2018. It also summarizes some notable data points from the Year 3 TPSID data across topics, including inclusive courses, employment, student satisfaction, and more. [For &quot;Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19,&quot; see ED611309. For the Year Two reports, see ED611307 and ED611308.]
Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports
Author: Grigal, Meg
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Partnerships in Education,Agency Cooperation,Educational Finance,Sustainability,Student Financial Aid,College Housing,Credentials,Courses,Student Employment

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2018-2019 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fourth year of FY 2016-2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. Additionally, the report provides trends over time as well as descriptive data on the students who exited TPSID programs during 2018-2019. [For &quot;Executive Summary of the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Fast Facts. Issue No. 26,&quot; see ED611310. For the Year Three report, see ED611253.]
The Impact of the Miles Ahead Scholars&apos; Program on Scholars&apos; College Readiness in Three Houston ISD High Schools, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-06-29
Type: Reports - Research
Subjects: College Readiness,Program Effectiveness,Mentors,High School Students,Minority Group Students,Grade 9,Grade 10,Counseling,Academic Support Services,College Attendance,Disadvantaged Youth,At Risk Students,Student Attitudes,African American Students,Hispanic American Students,Gender Differences,Grade Point Average,Attendance,Suspension

The Houston Independent School District (HISD) Miles Ahead Scholars (MAS) Program was launched in October 2019 with a $22 million grant sponsored by Senator Boris Miles and funded through a Texas Education Agency Student Success Initiative (SSI) Community Engagement Grant. Scholars were mentored by men of color in the community who shared their personal and professional experiences with these scholars. Scholars received one-to-one counseling and academic support from instructional specialists. The first program cohort involved 60 ninth- and tenth-grade students from Wheatley, Worthing, and Kashmere high schools. An objective-based evaluation was conducted to determine the program effect after one year of implementation, while considering the disruptions due to the COVID-19 pandemic, using quantitative data collection methods including a survey and quasi-experimental design methods. Overall, Miles Ahead Scholars demonstrated positive college readiness beliefs. This was particularly so for their understanding of what it meant to be college-ready and their belief that college admission was a reasonable expectation for them although there appeared that more than a third (39.5%) who had not yet identified the colleges they intended to attend. The results of the study suggest the need for the expansion and deepening of the program particularly at schools with similar demographic and educational characteristics.