ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Historic Underfunding of HBCUs: Leveraging Litigation in Maryland. Issue Brief 2
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Educational Finance,Federal Aid,Educational Equity (Finance),Court Litigation,School Desegregation,Educational Legislation,Federal Legislation,Civil Rights Legislation,Constitutional Law,Financial Support

This second brief of a three-part series explores the systemic underfunding of HBCUs in Maryland, and their attempts to correct these challenges, first through the courts and then through legislation. Maryland was one of the first states to reach such a monumental agreement in the sustainability of HBCUs. The first brief explored the national landscape of Historically Black Colleges and Universities (HBCUs) funding, including the historical disinvestment of land grant HBCUs. The third and final brief will explore Tennessee and its legislative attempts to curb underfunding. The purpose of these case-studies and the set of briefs is to provide a blueprint for how elected officials in other states can form bipartisan coalitions to support HBCUs and ensure they are equitably funded. [For &quot;The State of Higher Education Funding: Historically Black Colleges and Universities (HBCUs). Issue Brief,&quot; see ED626515. For &quot;Addressing Historic Underfunding of HBCUs: Implementing Bipartisan Legislation in Tennessee. Issue Brief 3,&quot; see ED626527.]
Addressing Historic Underfunding of HBCUs: Implementing Bipartisan Legislation in Tennessee. Issue Brief 3
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Educational Finance,Educational Equity (Finance),Educational Legislation,State Legislation,Land Grant Universities,State Aid,Financial Support

This final brief of a three-part series explores Tennessee and its legislative attempts to curb underfunding. The first brief explored the national landscape of Historically Black Colleges and Universities (HBCUs) funding, including the historical disinvestment of land grant HBCUs. The second brief explored the systemic underfunding of HBCUs in Maryland, and their attempts to correct these challenges, first through the courts and then through legislation. The purpose of these case-studies and the set of briefs is to provide a blueprint for how elected officials in other states can form bipartisan coalitions to support HBCUs and ensure they are equitably funded. [For &quot;The State of Higher Education Funding: Historically Black Colleges and Universities (HBCUs). Issue Brief,&quot; see ED626515. For &quot;Addressing Historic Underfunding of HBCUs: Leveraging Litigation in Maryland. Issue Brief 2,&quot; see ED626526.]
Maps of Dual Language Programs, 2013-2014. DRE Publication 14.03 MB
Author: Stojakovic, Zoran
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: English Language Learners,Bilingual Education,Elementary Schools,Population Distribution,Immersion Programs,English (Second Language),Language Teachers,Maps,Spanish Speaking,Preschool Education

These maps provide an overview of existing elementary dual language programs in the district for the 2013-2014 school year and the distribution of Spanish-speaking English language learners.
Maps of Dual Language Programs, 2012-2013. DRE Publication 14.04 MB
Author: Stojakovic, Zoran
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,Bilingual Education,Elementary Schools,Population Distribution,Immersion Programs,Maps,Spanish Speaking,Preschool Education,Kindergarten,Grade 1,Grade 2

These maps provide an overview of existing dual language programs in the district for the 2012-2013 school year and the distribution of Spanish-speaking English language learners.
Maps of Dual Language Programs, 2011-2012. DRE Publication 14.05 MB
Author: Stojakovic, Zoran
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,Bilingual Education,High Schools,Middle Schools,Elementary Schools,Population Distribution,Immersion Programs,English (Second Language),Language Teachers,Maps

These maps provide an overview of existing dual language programs in the district for the 2011-2012 school year and the distribution of English language learners.
AISD Socioeconomic Overview, 2012-2013. DRE Publication 14.07 MB
Author: Stojakovic, Zoran
Date: 2015-02-00
Type: Reports - Research
Subjects: School Districts,Socioeconomic Status,School Demography,High School Students,Middle School Students,Elementary School Students,Minority Group Students

These maps represent a socioeconomic overview of Austin Independent School District (AISD) schools.
Maps of STAAR Passing Rates, 2012-2013. DRE Publication 14.08 MB
Author: Stojakovic, Zoran
Date: 2015-02-00
Type: Reports - Research
Subjects: Achievement Tests,School Districts,Test Results,Scores,Elementary School Students,Middle School Students,High School Students,Reading Tests,Writing Tests,Academic Achievement

These maps are representing State of Texas Assessments of Academic Readiness (STAAR) passing rates for each AISD campus, for grades 3 through 12 in school year 2012-2013.
Maps of Pearce and Garcia Middle School Attendance Zones Fall 2012 Telephone Survey. DRE Publication 14.11 MB
Author: Stojakovic, Zoran
Date: 2015-02-00
Type: Reports - Research
Subjects: Middle School Students,School Statistics,School Demography,Student Characteristics,Parent Attitudes,Single Sex Schools,Attendance,School Choice,Student Mobility,Elementary School Students,Minority Groups,School Districts

These maps were developed to supplement findings from the Fall 2012 Pearce and Garcia Middle Schools phone survey. The maps show the distribution and density of student households in the two attendance zones, the distribution of responses to the survey questions, as well as the proportion of ethnicities in the surveyed area.
Career and Technical Education: College Readiness and Cost-Effectiveness, 2013-2014. DRE Publication 14.32 RB
Author: Pazera, Carol
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: College Readiness,Program Costs,Cost Effectiveness,Vocational Education,High School Seniors,College Entrance Examinations,Disadvantaged Youth,Minority Group Students,Gender Differences

The CTE program was more cost-effective in 2013-2014 than it was in 2012-2013, despite a lower college readiness rate and an increase in the per student cost from the previous year. This was CTE's third year of improvement in cost-effectiveness.
Technology Integration &amp; Implementation and Project Based Learning (PBL) Survey Results. DRE Report Publication 14.42 RB
Author: Sanchez Fowler, Laura T.
Date: 2015-03-00
Type: Reports - Research
Subjects: Student Projects,School Districts,Technology Integration,Educational Planning,Active Learning,Teaching Methods,Learning Activities,Teacher Attitudes,Elementary Secondary Education,Librarian Attitudes,Instructional Innovation,Faculty Development,Technological Literacy,Pedagogical Content Knowledge

This report details the results of the 2015 survey of teachers and librarians in AISD regarding technology integration and implementation and their awareness or use of Project Based Learning (PBL). Teachers and librarians across all grade levels and content areas were surveyed to learn about their skill levels, hardware and software application usage as well as selected technology infused student activities. A key finding indicates a need to initiate efforts to increase and expand the culture of technological innovation and elevate the knowledge and skills of AISD staff around instructional use of technology in student learning activities. Survey respondents were enthusiastic about learning new ways to integrate technology into instruction and reported a need to improve technology access in hardware and application options for use directly by students (i.e., more classroom sets of iPads or other tablets, additional licenses for software or electronic books). Results of the survey will be used in the districtwide technology integration planning process.
AISD REACH Program Update: Student Learning Objective Assessments. DRE Report #13.89 RB
Author: Schmitt, Lisa
Date: 2014-11-00
Type: Reports - Research
Subjects: School Districts,Student Educational Objectives,Student Evaluation,Evaluation Methods,Academic Achievement,Scores,Pretests Posttests,Success,Elementary School Students,Middle School Students,High School Students

This report addresses the extent to which assessment characteristics related to teachers' success with student learning objectives in 2013-2014. Student performance on preapproved and teacher-made tests did not differ, but the format of assessment was related to SLO success.
AISD Foreign Language Courses, by Campus and Attendance Zone, 2011-2012. DRE Publication 14.06 MB
Author: Stojakovic, Zoran
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: School Districts,School Demography,Second Language Learning,High School Students,Middle School Students,Enrollment,English Language Learners,Spanish,American Sign Language,Mandarin Chinese,French,German,Japanese,Latin

The purpose of the maps was to show the density and distribution of students enrolled in foreign language courses in Austin Independent School District (AISD) high schools and middle schools and to show the distribution of student enrollment in Spanish-language courses, as well as the density of Spanish-speaking English language learners (ELLs) in AISD high schools and middle schools.
Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools. REL 2023-001
Author: Forrow, Lauren
Date: 2023-02-00
Type: Reports - Research
Subjects: At Risk Students,Low Achievement,Error of Measurement,Measurement Techniques,Bayesian Statistics,Hierarchical Linear Modeling,Accountability,Reliability,Elementary School Students,Middle School Students,High School Students,Academic Achievement,Mathematics Achievement,Language Arts,Low Income Students,Students with Disabilities,Minority Group Students,Racial Differences,Ethnicity,English Language Learners,Scores

The Every Student Succeeds Act requires states to identify schools with low-performing student subgroups for Targeted Support and Improvement or Additional Targeted Support and Improvement. Random differences between students' true abilities and their test scores, also called measurement error, reduce the statistical reliability of the performance measures used to identify schools for these categorizations. Measurement error introduces a risk that the identified schools are unlucky rather than truly low performing. Using data provided by the Pennsylvania Department of Education, the study team used Bayesian hierarchical modeling to improve the reliability of subgroup proficiency measures and demonstrate the approach's efficacy. [For the Study Snapshot, see ED626540. For the appendixes, see ED626541.]
Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools. Study Snapshot. REL 2023-001
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: At Risk Students,Low Achievement,Error of Measurement,Measurement Techniques,Bayesian Statistics,Hierarchical Linear Modeling,Accountability,Reliability,Elementary School Students,Middle School Students,High School Students,Academic Achievement,Mathematics Achievement,Language Arts,Low Income Students,Students with Disabilities,Minority Group Students,Racial Differences,Ethnicity,English Language Learners,Scores

This Snapshot highlights key findings from a study that used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). The Every Student Succeeds Act requires states to designate schools with low-performing student subgroups for TSI or ATSI. Identifying the schools that most need support hinges on accountability data that reliably measure school performance. However, random differences between students' true abilities and their test scores--called measurement error--can obscure a school's true performance. [For the full report, see ED626539. For the appendixes, see ED626541.]
Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools. Appendixes. REL 2023-001
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2023-02-00
Type: Reports - Research
Subjects: At Risk Students,Low Achievement,Error of Measurement,Measurement Techniques,Bayesian Statistics,Hierarchical Linear Modeling,Accountability,Reliability,Elementary School Students,Middle School Students,High School Students,Academic Achievement,Mathematics Achievement,Language Arts,Low Income Students,Students with Disabilities,Minority Group Students,Racial Differences,Ethnicity,English Language Learners,Scores

The &quot;Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools&quot; study used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). The Every Student Succeeds Act requires states to designate schools with low-performing student subgroups for TSI or ATSI. This document presents the following appendixes that accompany the study: (1) Literature review; (2) Data and methods; and (3) Supplemental Results. [For the full report, see ED626539. For the Study Snapshot, see ED626540.]
Room to Grow: The Politics and Promise of Charter Schools in Massachusetts Gateway Cities. White Paper No. 256
Author: Candal, Cara Stillings
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Expansion,Urban Areas,Politics of Education,Educational Demand,Outcomes of Education,Educational Opportunities

Despite a strong track record of success and parent demand, charter school growth has slowed considerably in recent years in Massachusetts and nationwide. In the Commonwealth's large urban school districts--especially Boston--this lack of growth is attributable to charter school caps that prevent the state from authorizing new charter school seats. But some school districts in the Commonwealth have room to grow. They have space available for charter expansion under the state's net school spending (NSS) cap and demand for charter schools in the form of waiting lists. A number of those districts are in Gateway Cities, &quot;midsize urban centers that anchor regional economies around the state.&quot; The following paper provides data on the Gateway Cities with room to expand under the NSS cap. It also provides examples of how the politics of charter schooling-- both state and local--have prevented high quality operators from serving students and families who desire a charter school education. Finally, this paper concludes with recommendations to change state charter statute as well as processes and procedures related to charter school authorizing in the Commonwealth. These recommendations would make it more difficult for the state or any locality to deny families the charter school options they desire.
Principal Learning Opportunities and School Outcomes: Evidence from California
Author: Campoli, Ayana K.
Date: 2022-09-00
Type: Reports - Research
Subjects: Principals,School Administration,Instructional Leadership,Management Development,Administrator Education,Professional Development,School Effectiveness,Outcomes of Education,Self Efficacy,Preservice Teacher Education,Inservice Education,Teacher Persistence,Academic Achievement,Language Arts,Mathematics,Minority Group Students

A growing body of research points to the substantial influence of principals on school conditions and students' learning. But how can principals learn to be good leaders? And are there professional learning strategies that make a difference in principal effectiveness? This study, which is part of a larger project synthesizing the research on principal learning, provides some new insight into these questions. Most studies of principal professional learning have examined the efficacy of particular programs rather than the mix of program features and experiences to which principals have had access. To begin to address this gap in the literature, the authors conducted a study of the relationship between principals' learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. The authors examined both teacher retention and student achievement gains in English language arts and mathematics. This study offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools. [This report was written with Anne Podolsky and Stephanie Levin. For the research brief, see ED626544.]
Principal Learning Opportunities and School Outcomes: Evidence from California. Research Brief
Author: Campoli, Ayana K.
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Principals,School Administration,Instructional Leadership,Administrator Education,Management Development,Professional Development,Outcomes of Education,Preservice Teacher Education,Inservice Education,Teacher Persistence,Academic Achievement,Language Arts,Mathematics,Disproportionate Representation,Race,Minority Group Students

Preparation and professional development can help principals be more effective leaders, but little research has examined what specific approaches are most useful. A study of 462 California principals and the teachers and students in their schools shows that high-quality preservice preparation for principals is associated with stronger teacher retention, and that overall access to professional development--as well as specific learning about instructional leadership--is strongly associated with student achievement gains in both mathematics and English language arts. Underrepresented students of color benefit the most from their principals' opportunities to learn, as do the students of early-career professionals. [This report was written with Anne Podolsky and Stephanie Levin. For the full report, see ED626543.]
Authentic Student Work in College Admissions: Lessons from the Ross School of Business
Author: Willis, Larkin
Date: 2023-01-00
Type: Reports - Research
Subjects: College Admission,Admission Criteria,Business Schools,College Applicants,Portfolio Assessment,Holistic Approach,Business Administration Education,Undergraduate Students,Evaluation Methods,Student Characteristics

Admission professionals have come to recognize the potential of widening the admission criteria beyond standard academic measures-- such as high school transcripts, grade point average, and summative scores on college entrance exams--to understand student contexts, mindsets, and &quot;college-ready&quot; competencies, such as higher-order thinking skills, effective communication, productive collaboration, and intellectual curiosity. To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
Creating Identity-Safe Schools and Classrooms
Author: Hernández, Laura E.
Date: 2022-08-22
Type: Reports - Descriptive
Subjects: Teachers,Educational Environment,Inclusion,Child Safety,Identification (Psychology),Bullying,Disadvantaged,Power Structure,Classroom Environment,Educational Practices,Group Membership,Interpersonal Relationship,Self Concept,Trust (Psychology),Restorative Practices

The negative societal or school-delivered messages that students can receive in relation to their race, ethnicity, gender or gender identity, language, immigration status, disability, age, or any other feature that is associated with social stigma can trigger social identity or stereotype threat. Such threat occurs when people feel they are at risk of being negatively judged in a situation because others associate their identity with undesirable characteristics. When social identity or stereotype threat has been triggered, it induces stress and impedes working memory and focus, leading to impaired performance on tests and other school tasks. In addition, students experiencing these threats often have a heightened assumption that they are uncared for or unwelcomed, causing many to disengage or disidentify with school settings. This report describes how practitioners can build inclusive and affirming school environments with keen attention to identity safety. Identity-safe learning settings aim to mitigate psychological threats to students and their multifaceted identities that could be triggered by negative messages, bullying, or marginalization while helping to nurture a positive sense of efficacy and engagement in learning. In using identity-safe teaching and learning practices, educators promote student achievement and attachments to school by creating a genuine sense of belonging and membership for each student. [This report draws upon research presented in &quot;Educating the Whole Child: Improving School Climate to Support Student Success&quot; (ED606462) and &quot;Design Principles for Schools: Putting the Science of Learning and Development Into Action&quot; (ED614438).]