ethanporcaro/eric-fulltext-meta huggingface dataset:
Partners to Lead Evaluation: Final Summative Report
Author: Arellanes, Melissa
Date: 2023-04-00
Type: Reports - Research
Subjects: School Administration,Leadership Training,Faculty Development,Grants,Program Evaluation,Program Implementation,Academic Achievement,Principals,Administrator Effectiveness,Intervention,Administrator Attitudes,Instructional Leadership,Coaching (Performance),Achievement Tests,Achievement Gains,Mathematics Tests,Elementary School Students,Middle School Students,High School Students,COVID-19,Pandemics,Faculty Mobility

Partners to Lead (PtL) is a school leadership professional development (PD) project funded by a 5-year Education Innovation and Research grant and implemented by the DuPage, Illinois, Regional Office of Education (ROE) in 37 public elementary, middle, and high schools in four Illinois ROEs. The American Institutes for Research® (AIR®), the independent evaluator of PtL, has completed an implementation and impact study of the program. This final report summarizes the PtL program and AIR's evaluation methods; the extent to which PtL was implemented as designed; and findings on PtL's impact on student achievement, changes to principal effectiveness as measured by the Illinois 5Essentials Survey, and principal retention. All 37 schools recruited to participate in PtL remained in the program across all 3 years of the intervention, and principals generally expressed satisfaction with the components of PtL. However, analyses indicate that PtL did not have a statistically significant positive impact on principal leadership effectiveness, student achievement, or principal retention. From March 2020 through the end of the intervention, some PtL principals may have become somewhat disengaged from the full PtL PD and coaching due to competing professional and personal priorities resulting from the COVID-19 pandemic, which may have attenuated the impact of PtL. Nonetheless, students in intervention schools scored 0.104 standard deviation higher in math in spring of the final year of the intervention, and the p value for the estimated positive impact on student math achievement was 0.06.
How They Pay: The Voices of Adult Learners on College Affordability, and How Institutions are Responding. A CAEL Research Report
Author: Munip, Lana
Date: 2023-07-00
Type: Reports - Research
Subjects: Adult Students,Student Costs,Tuition,Paying for College,Educational Finance,Student Attitudes,Student Loan Programs,Debt (Financial),Stopouts,Student Financial Aid,Postsecondary Education,Academic Persistence,Access to Education,Education Work Relationship

As student loans, the cost of college tuition, and even value of higher education remain at the forefront of public discussion, one thing remains true: Affordability is central to adult learners' academic success, and money is one of the primary reasons why adult learners stop out before they graduate. This report takes a deep dive into the experiences of adult learners as they finance their education. It gives voice to adult learners and how their previous experiences with postsecondary financing help shape decisions on their current and future studies. Key takeaways include: (1) adult learners' perspectives on financing their education are often formed by their previous experiences; (2) respondents with the highest average loan debt in our survey are the ones who can least afford it; (3) adult learners who stop out mostly do so for &quot;nonacademic&quot; reasons; and (4) employer tuition assistance (TAP) is hugely beneficial. The report offers recommendations for institutions and policymakers -- and even employers -- on how to better support adult learners in their pursuit of postsecondary education. [This report received funding from the Truist Foundation. For the Executive Summary, see ED629543.]
How They Pay: The Voices of Adult Learners on College Affordability, and How Institutions are Responding. A CAEL Research Report. Executive Summary
Author: Munip, Lana
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Adult Students,Student Costs,Tuition,Paying for College,Educational Finance,Student Attitudes,Student Loan Programs,Debt (Financial),Stopouts,Student Financial Aid,Postsecondary Education,Academic Persistence,Access to Education,Education Work Relationship

This is the executive summary for the study &quot;How They Pay: The Voices of Adult Learners on College Affordability, and How Institutions are Responding.&quot; The study is based on data from a national survey of 996 adult learners, in-depth interviews with 47 adults from 14 institutions, and interviews with financial aid personnel from six of these institutions. Overall, conversations with adult learners revealed that their approaches to financing their education are shaped by their previous experiences in financing postsecondary education. Many adult learners fall into the &quot;some college, no degree&quot; category -- they may have a long educational history but no credential. They may also be weighed down by the burden of student loan debt that has been accumulating since they left high school. For these reasons, adult learners can be hesitant to approach the financial aid office or skeptical about the information they receive. As a result, they might miss out on valuable cost-saving strategies or funding opportunities that could help make college more affordable. [This report received funding from the Truist Foundation. For the full report, see ED629542.]
Development of Science-Islamic Integrated Disaster Geography Textbooks and Effect on Students&apos; Learning Outcomes
Author: Hidayat, Imam Wahyu
Date: 2023-06-00
Type: Journal Articles
Subjects: Islam,Geography,Textbooks,Science Instruction,Outcomes of Education,Foreign Countries,Natural Disasters,College Students,Textbook Evaluation,Design,Textbook Content

Islamic university students in Indonesia must improve disaster literacy by developing science-Islamic integrated disaster geography textbooks. This study aims to determine the appropriateness of science-Islamic integrated disaster geography textbooks and the effect of using them on students' learning outcomes. The Dick and Carey model was used in this development. The product was validated by experts in material, design, and the integration of Islamic science and tested on students and lecturers on a limited basis. The experiment subjects were 27 Social Science Education students from Universitas Islam Negeri Maulana Malik Ibrahim Malang. Instruments are in the form of a questionnaire to determine the appropriateness of the book and test questions to determine the effect of book products on learning outcomes. Data were analyzed descriptively and using an independent sample t-test. The results showed that science-Islamic integrated disaster geography textbooks were appropriate for use in learning with an effective category (appropriateness score = 81.08%). The use of science-Islamic integrated disaster geography textbooks affected students' learning outcomes (p=0.000) &lt; [alpha]=0.05). Further research suggests developing digital books on other materials because the Islamic science integration curriculum has been proven to improve students' learning.
Climate-Resilient California Schools: A Call to Action. Safeguarding Children&apos;s Health and Opportunity to Learn in TK-12. Executive Summary
Author: University of California, Berkeley. Center for Cities and Schools
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Climate,Sustainability,Educational Facilities,Elementary Secondary Education,Child Health,Educational Facilities Improvement,Educational Planning,Mental Health,Access to Education,School Safety,Reliability,Curriculum Development,Environmental Education,State Policy,Educational Policy,Resilience (Psychology),Preschool Education,Community Involvement

Amid fires, wildfire smoke, extreme heat, and other climate-driven disasters and health hazards, California's leading experts in children's health and education have come together to call for a cost-effective, ten year $150 billion investment to ensure K-12 public schools can remain open and provide safe and healthy places for California's children to learn and grow. This coalition of more than 50 stakeholders urges state lawmakers to prioritize schools in California's climate action plan, and proposes a path to ensuring every school in the state helps to mitigate both the impacts and the causes of the climate crisis. This is the first comprehensive report on climate-driven impacts on children in CA that addresses the full scope of the problem while laying out an immediately actionable plan. [For the full report, see ED629533. This report was written in collaboration with the Stanford University's Sean N. Parker Center for Allergy and Asthma Research, Center for Innovation in Global Health, Action Lab for Planetary Health (ALPHA), UndauntedK12, and Ten Strands. The report was sponsored by the 11th Hour Project, Schmidt Family Foundation.]
2019-20 National Postsecondary Student Aid Study (NPSAS:20): First Look at Student Financial Aid Estimates for 2019-20. NCES 2023-466
Author: Cameron, Margaux
Date: 2023-07-00
Type: Reports - Research
Subjects: Student Financial Aid,Undergraduate Students,Graduate Students,Institutional Characteristics,Gender Differences,Racial Differences,Attendance Patterns,Family Income,Dependents,Grants,Student Loan Programs,State Federal Aid,Private Financial Support,Scholarships,Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Veterans

This First Look publication provides the first results of the 2019-20 National Postsecondary Student Aid Study (NPSAS:20), the most comprehensive national study of student financing of postsecondary education in the United States. This report includes information for about 80,800 undergraduate students and 19,700 graduate students attending 2,200 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, gender, race/ethnicity, attendance pattern, and income level. Percentages and average amounts are additionally described by dependency status for undergraduate students and by graduate program for graduate students. Supplemental tables feature state-level percentages of students receiving aid and average amounts received by undergraduate students. [For the summary, see ED629548. For the supplemental tables, see ED629549.]
2019-20 National Postsecondary Student Aid Study (NPSAS:20) First Look at Student Financial Aid Estimates for 2019-20--Summary. NCES 2023-466
Author: Cameron, Margaux
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Undergraduate Students,Graduate Students,Institutional Characteristics,Gender Differences,Racial Differences,Attendance Patterns,Family Income,Dependents,Grants,Student Loan Programs,State Federal Aid,Private Financial Support,Scholarships,Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Veterans

This First Look report presents selected findings about student financial aid during the 2019-20 academic year. These findings are based on data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20). NPSAS:20 is a national study of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. The main purpose of NPSAS:20 is to measure how students and their families pay for postsecondary education and, particularly, their receipt of federal student aid given through Title IV of the Higher Education Act. Data used in this report are from about 80,800 undergraduate and 19,700 graduate student survey respondents attending approximately 2,200 institutions in the 50 states, the District of Columbia, and Puerto Rico. This report classifies financial aid by type (grants, loans, work-study, and other) and source (federal, state, institution, employer, and other private sources). [For the full report, see ED629547. For the supplemental tables, see ED629549.]
2019-20 National Postsecondary Student Aid Study (NPSAS:20) First Look at Student Financial Aid Estimates for 2019-20. Supplemental Tables, by Institution State. NCES 2023-466
Author: Cameron, Margaux
Date: 2023-07-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Undergraduate Students,Graduate Students,Institutional Characteristics,Gender Differences,Racial Differences,Attendance Patterns,Family Income,Dependents,Grants,Student Loan Programs,State Federal Aid,Private Financial Support,Scholarships,Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Veterans

This First Look report presents selected findings about student financial aid during the 2019-20 academic year. This document contains supplemental tables which feature state-level percentages of students receiving aid and average amounts received by undergraduate students. These findings are based on data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20). NPSAS:20 is a national study of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. The main purpose of NPSAS:20 is to measure how students and their families pay for postsecondary education and, particularly, their receipt of federal student aid given through Title IV of the Higher Education Act. [For the full report, see ED629547. For the summary, see ED629548.]
A Comparative Analysis of Instructional Coaching Approaches: Face-to-Face versus Remote Coaching in Preschool Classrooms
Author: Crawford, April
Date: 2021-09-23
Type: Reports - Research
Subjects: Coaching (Performance),Faculty Development,Preschool Teachers,Program Effectiveness,Computer Mediated Communication,Teacher Competencies,Intervention,Asynchronous Communication,Synchronous Communication,Conventional Instruction,Child Care Centers,Urban Schools,Training

This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business as-usual (n = 49). This study examined intervention effects in addition to coaching modality effects on teacher and child outcomes. Findings suggested that child care teachers who received coaching (regardless of modality) demonstrated improved teaching behaviors compared to the business-as-usual group. Compared to remote coaching, there were also advantages of face-to-face coaching on some teaching behaviors, although these advantages were no longer evident after accounting for teachers' levels of responsiveness to the intervention. Additionally, although there were no direct effects of the intervention on child outcomes, there was evidence of positive indirect associations of the intervention and coaching modality on child-level outcomes through improvements in teachers' instructional practices. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot; For the final published version of this article, see EJ1318801.]
District Enrollment Trends: Trends, by Grade Level and Student Group. Publication 17.47
Author: DeBaylo, Paige H.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Declining Enrollment,Change,Students,Enrollment Trends,Enrollment Influences,Student Characteristics,Elementary Secondary Education,School Districts,Race,Ethnicity,Transfer Students,Academically Gifted,English Language Learners,Low Income Students

Student enrollment in Austin Independent School District (AISD) has been steadily declining since the 2011-2012 school year. This 2018 report summarizes major changes in student enrollment by grade, race/ethnicity, program participation, and changes due to transfers.
Career and Technical Education Student Certification Exam Results 2017-2018: How Students Performed in Their Certification Exams. Publication 17.49
Author: Wang, Crystal
Date: 2018-11-00
Type: Reports - Research
Subjects: Vocational Education,Certification,Student Participation,Tests,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Students with Disabilities,English (Second Language),Language Proficiency,High School Students,School Districts

Earning an industry certification provides Career and Technical Education (CTE) students with a beginning point in a particular career field. With certification earned, students can demonstrate skills and competencies needed in the job market. This report presents findings related to CTE students' participation in and passing status of certification exams during 2017-2018.
Bringing AI to School: Tips for School Leaders
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Leadership Responsibility,School Culture,Faculty Development,Ethics,Thinking Skills,Cooperation,Interdisciplinary Approach,Readiness,School Policy

Artificial Intelligence is having a major impact on education. Whether you are excited or concerned about AI, as a school leader you have a responsibility to ensure AI is approached thoughtfully and appropriately in your school community and informs your vision for teaching and learning. This guide will help you quickly gain the background you need as a learning leader in an AI infused world.
College Readiness Summary, 2017-2018. Austin Independent School District (AISD). Publication 17.53RB
Author: Looby, Karen
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: School Districts,College Readiness,High School Seniors,Student Participation,College Entrance Examinations,Reading Achievement,Writing Achievement,English Instruction,Academic Achievement,Mathematics Achievement,Language Arts

This report provides an overview of AISD's college readiness outcomes for seniors in the 2016-2017 and 2017-2018 school years.
Academic Benefits of Athletics: Summary of Outcomes for the Graduating Class of 2017. Austin Independent School District. Publication 18.13
Author: Orr, Aline
Date: 2019-04-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Student Athletes,Student Participation,Graduation Rate,Attendance Patterns,Racial Differences,Ethnicity,Socioeconomic Status,College Attendance,Postsecondary Education,College Readiness,College Enrollment,High School Graduates,Academic Achievement

This report summarizes the academic and post-secondary outcomes for student athletes and non-athletes in the 2017-2018 school year.
Facing History and Ourselves: An Analysis of the Facing History and Ourselves Curriculum in the Austin Independent School District (AISD). Publication 17.58RB
Author: Lamb, Lindsay M.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: School Districts,Racism,Gender Bias,Social Bias,LGBTQ People,Religion,Jews,Student Diversity,History,Relevance (Education),Middle School Students,High School Students,Student Attitudes,Educational Environment,Program Effectiveness

This report compares AISD students' responses to items from the Student Climate Survey who participated in Facing History and Ourselves curriculum to similar students' responses to these items who did not participate in Facing History and Ourselves curriculum.
Positive Approach: Learning Style Preferences and Teaching Styles
Author: Baclayon, Joshlen C.
Date: 2019-03-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Comprehension,Reading Instruction,College Students,Cognitive Style,Preferences,Student Attitudes,Reading Improvement,Foreign Countries,Sequential Learning

This study investigates the effectiveness of particular teaching styles, inductive method and deductive method, in stimulating significant improvement on the reading comprehension skills of the third-year college education students in Cebu Technological University-Danao with specific learning style preferences, sequential learners and global learners. The particular Learning Style Preferences (LSP's) observed belongs in the cognitive personality domain which is perceived to be permanent and insusceptible to external influences, while the teaching styles used are assumed to address the needs of each of the LSP based on their preferred way of taking in information. It utilizes a quantitative and qualitative approach of data analysis and presentation; the method is quasi-experimental research. The experiment was performed in teaching the Literature 2 Literatures of the World course. The findings show that both sequential and global learners can learn in any of the two teaching methods and can cope despite the methodical incongruences in the teaching-learning situation.
Educator Excellence Innovation Program Technical Report. Publication 17.50a
Author: DeBaylo, Paige H.
Date: 2018-11-00
Type: Reports - Research
Subjects: School Districts,Grants,Educational Innovation,Teacher Competencies,Teacher Persistence,Academic Achievement,Knowledge Base for Teaching,Teaching Skills,Teacher Attitudes,Elementary Schools,Elementary School Teachers,Mentors,Beginning Teachers,Peer Evaluation,Experienced Teachers,Communities of Practice,Teacher Collaboration,Program Evaluation,Beginning Teacher Induction,Educational Legislation,Federal Legislation,Teacher Effectiveness,Program Implementation,Institutional Characteristics,At Risk Students,Program Effectiveness,Teacher Recruitment

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This technical report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and executive summary report also were published. [For the summative report, see ED629567. For the executive summary, see ED629568.]
Relationship between Principal Leadership and General Climate: Correlations of TELL AISD Subscales by Level. Publication 18.15
Author: DeBaylo, Paige
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Principals,Leadership,Educational Environment,Correlation,School Districts,Elementary Secondary Education,Surveys

The TELL AISD Survey consists of several subscales, or constructs, that contain conceptually similar items. This report explores the relationship between the constructs of principal leadership and general climate by level and for the district overall. Statistically significant relationships between principal leadership and general climate were found.
Educator Excellence Innovation Program: A Summative Report on the Four Years of Implementation. Publication 17.50b
Author: DeBaylo, Paige H.
Date: 2018-11-00
Type: Reports - Research
Subjects: School Districts,Grants,Educational Innovation,Teacher Competencies,Teacher Persistence,Academic Achievement,Knowledge Base for Teaching,Teaching Skills,Teacher Attitudes,Elementary Schools,Elementary School Teachers,Mentors,Beginning Teachers,Peer Evaluation,Experienced Teachers,Communities of Practice,Teacher Collaboration,Program Evaluation,Beginning Teacher Induction,Educational Legislation,Federal Legislation,Teacher Effectiveness,Program Implementation,Institutional Characteristics,At Risk Students,Program Effectiveness,Teacher Recruitment

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate technical report and executive summary report also were published. [For the technical report, see ED629565. For the executive summary, see ED629568.]