ethanporcaro/eric-fulltext-meta huggingface dataset:
Apollo 20 Payout Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-11
Type: Reports - Evaluative
Subjects: Mathematics Achievement,School Districts,Elementary Schools,Middle Schools,High Schools,Incentives,Awards,Performance Based Assessment,Attendance,Educational Strategies,Merit Pay,Fellowships,Tutoring,Program Effectiveness,Principals

The Apollo 20 Program is a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative include having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of two to three students per fellow. The initiative began in four high schools and five middle schools in 2010, expanding to include 11 elementary schools in 2011. In 2013, one school closed and nine additional schools were added to the program. The same 28 schools that participated in 2013-2014 also participated in 2014-2015 and 2015-2016. Incentive programs were designed to support the efforts of the fellows, principals, School Support Officers, and Academic Program Managers of the Apollo campuses although only fellows received incentive awards in the 2015-2016 school year. The incentives in previous years for principals, Academic Program Managers, and School Support Officers were all based on campus-level performance indicators while the program for fellows had an incentive for monthly perfect attendance and a separate incentive for student performance calculated at the end of the school year. For the 2015-2016 program year, the Apollo 20 Incentive Program awarded $248,550.00 in attendance incentives and $770,931.73 in student performance incentives for a grand total of $1,019,481.73. While the percentage of fellows receiving the attendance incentive stayed the same as compared to the 2014-2015 school year, the total amount awarded increased by almost $10,000. The number and percentage of fellows receiving the student performance incentive increased slightly, but the total amount awarded decreased by more than $200,000.
Ascending to Men: Implementation, Perceptions, Experiences, and Participants&apos; Academic Performance, HISD, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-10-11
Type: Reports - Research
Subjects: Males,Underachievement,Minority Group Students,African American Students,Hispanic American Students,Program Evaluation,Program Implementation,Intervention,School Districts,College Readiness,Career Readiness,Mentors,Student Attitudes,Progress Monitoring,Program Effectiveness,Mathematics Achievement,Academically Gifted,At Risk Students,Special Education,Native Language,English,Spanish,Economically Disadvantaged

The purpose of this evaluation was to determine the effectiveness of the Ascending to Men (ATM) program using ATM students', mentors', and program managers' perceptions and experiences and ATM students' academic performance on the State of Texas Assessments of Academic Readiness (STAAR). ATM is a mentoring-based program designed to support boys of color in the Houston Independent School District (HISD) for college and career readiness. The premise of this program is that mentoring is a viable intervention and support option for effecting changes in the behavior, attitudes, and academic performance of underachieving students. Some highlights from this evaluation include: (1) During the 2018-2019 school year, ATM students had, on average, 779.9 weekly mentoring contact hours; (2) ATM students had positive feedback on the ATM program, including the mentoring sessions, activities and events and discussed its positive effect on school attendance, disciplinary issues, academic performance, and outlook; (3) Close monitoring, reporting, student tracking, and consistent programming may have contributed; and (4) A higher percentage of ATM students compared to the district met the Approaches Grade Level Student standard on the 2019 STAAR Algebra 1, Biology, and U.S. History End-of-Course (EOC) exams. substantially to the effectiveness of ATM.
Home and Community Native Language and Cultural Experiences among AI/AN Children in Region XI Head Start: Findings from the American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015. OPRE Report 2019-87
Author: Barnes-Najor, Jessica
Date: 2019-06-00
Type: Reports - Research
Subjects: American Indians,Alaska Natives,American Indian Education,Early Intervention,Early Childhood Education,Culturally Relevant Education,Language of Instruction,Native Language,Language Maintenance,Cultural Maintenance,Geographic Regions,At Risk Students,Poverty,Tribes,Family Environment,Parent Attitudes,Cultural Activities

The 2015 American Indian and Alaska Native (AI/AN) Head Start Family and Child Experiences Survey (FACES)--also referred to as AI/AN FACES 2015--is the first national study of Region XI Head Start children, families, and programs. Members of the AI/AN FACES 2015 workgroup discussed and provided input on the AI/AN FACES 2015 design, implementation, and dissemination of findings, and worked to ensure that Native voices were at the forefront. During the nearly two years of extensive planning that preceded AI/AN FACES 2015, the workgroup added questions regarding children's experience of Native language and culture into the AI/AN FACES 2015 protocol. This report includes data from survey items informed by the workgroup about Native language and cultural experiences at home and in the community. In this brief, the authors address two questions: (1) What Native language experiences did AI/AN children in Region XI Head Start have at home and in their community?; and (2) What Native cultural experiences did AI/AN children in Region XI Head Start have at home and in their community? To answer these questions, parent survey data for AI/AN children only are examined in this report. The data presented in this brief inform our understanding of the Native language and cultural experiences that AI/AN children in Region XI Head Start have at home and in their communities. They tell the story of Region XI Head Start children's Native language and cultural experiences through the eyes of their parents.
Cedefop Annual Report, 2018
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Vocational Education,Educational Policy,Stakeholders,Educational Research,Institutional Cooperation,Foreign Countries,Lifelong Learning,Labor Market,Apprenticeships,Program Implementation,Publications,Information Technology,Adult Learning,Job Skills,Needs Assessment,Audits (Verification)

Helping to make vocational education and training (VET) fit for future challenges while meeting those of today: this principle best encapsulates Cedefop's work and achievements in 2018. Policy discourse throughout the year reflected the growing recognition that devising employment, social and education and training policies in different silos is no longer an option. Neither is striving for excellence, innovation, and competitiveness at the expense of inclusion. It takes concerted and forward-looking approaches to tackle the multiple challenges and their complexity to the benefit of Europe's economy and social fabric. Throughout the year, Cedefop collaborated with its sister agencies, Eurofound and the ETF, to share and pool expertise to the benefit of their stakeholders, notably in the work on skills, qualification frameworks, and policy monitoring. Joint events and publications highlighted throughout this report bear witness to this collaboration. In a similar vein, the joint Cedefop-European Economic and Social Committee (EESC) policy-learning forum called for coordinated approaches and collaboration among governments, social partners, and civil society organisations to devise effective pathways for low-skilled adults to upgrade their qualifications. The end of the year was marked by two important developments that will guide Cedefop's work in 2019 and the years to come: (1) the vision for VET 2030 agreed by the Commission's Advisory Committee on Vocational Training, to which Cedefop contributed, which will inform the Commission's work on future cooperation in VET; and (2) the adoption of Cedefop's new regulation to replace the one dating from 1975 when the Agency was established. [For the 2017 report, see ED586325.]
Implementing a Holistic Approach to Lifelong Learning: Community Lifelong Learning Centres as a Gateway to Multidisciplinary Support Teams
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Holistic Approach,Lifelong Learning,Community Centers,Interdisciplinary Approach,Foreign Countries,Community Education,Well Being,Outreach Programs,Partnerships in Education,Early Intervention,Vocational Education

This briefing paper aims to inform European Institutions as well as national policy and decision makers on the issue of integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level. It helps raising awareness about the main highlights and existing practice in order to make any necessary decisions or complete any similar ongoing work in this respect. The paper elaborates on the current context of learning in Europe, bringing a few examples of recent developments of community based services in education. [This briefing paper was written in partnership with the Educational Disadvantage Centre, Institute of Education, Dublin City University as co-authors. Joint publication with Lifelong Learning Platform.]
Achieve 180 Program Evaluation, Part A: Implementation Findings 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-20
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Educational Improvement,Accountability,Best Practices,School Districts,School Turnaround,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Standardized Tests,State Standards,Teacher Leadership,Teacher Effectiveness,Faculty Development,Formative Evaluation,Summative Evaluation,Curriculum Development,Library Services,Campuses,Early Childhood Education,Mathematics Instruction,Fine Arts,Emergent Literacy,Sciences,Social Studies,Principals,Nurses,Special Education,Educational Facilities Design,Intervention,College Readiness,Career Readiness,Health Services,Medical Services,Alignment (Education),Emotional Development,Social Development,Academic Support Services,School Counselors

This report describes the Achieve 180 Program in Year 2. The 53 participating schools received Texas Education Agency campus accountability ratings of &quot;Improvement Required&quot; (IR), &quot;Not Rated,&quot; or &quot;Former Improvement Required&quot; at the end of the 2017-2018 school year. The 2018-2019 Achieve 180 Program's centralized support was based on six pillars of best practice for school improvement and is delineated in this report. Achieve 180 Implementation Rubric Dashboard ratings were calculated by the Achieve 180 Program administrators in consultation with other district and school administrators to depict the level of implementation fidelity achieved for each Achieve 180 Program centralized support provided at each participating school in 2018-2019. The implementation ratings are included in this report. Also included are full versions of the Achieve 180 Program End of Year summary reports from Houston Independent School District (HISD) administrators that enumerate the program's massive implementation strategies and activities, accomplishments, insights, and recommendations for program improvement. Descriptions of the 2018-2019 (Year 2) Achieve 180 Program participants, interventions, and related findings are provided in this Part A report.
Bilingual &amp; English as a Second Language Program Evaluation, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-11
Type: Reports - Evaluative
Subjects: Program Evaluation,Bilingual Education,Second Language Learning,Second Language Instruction,English Language Learners,Language Minorities,School Districts,Language Proficiency,Language Tests,Scores,Academic Achievement,Faculty Development,Mathematics Achievement,Standardized Tests,Achievement Tests,Native Language,Spanish,English

The Houston Independent School District (HISD) currently offers five bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELL students' integration into the regular school curriculum and to ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the 2012-2013 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as ELL, demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs
English as a Second Language Student Performance Report: English STAAR and TELPAS, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-10
Type: Reports - Research
Subjects: Second Language Instruction,Second Language Learning,English Language Learners,School Districts,Language Minorities,Elementary School Students,Secondary School Students,Academic Achievement,Language Proficiency,Language Tests,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement

The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. This report summarizes the performance of students who were in these two ESL programs during the 2018-2019 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), STAAR End-of-Course (EOC), and the Texas English Language Proficiency Assessment System (TELPAS).
All Together Now: Collaboration and Innovation for Youth Engagement. The Report of the Commission on Youth Voting and Civic Knowledge
Author: CIRCLE (The Center for Information and Research on Civic Learning and Engagement)
Date: 2013-10-00
Type: Reports - Research
Subjects: Citizenship Education,Voting,Citizen Participation,Civics,Government Role,Board of Education Role,Teacher Role,Family Role,Cooperation,Youth,Teacher Attitudes,Student Diversity,Social Studies,Barriers,Political Issues,Ideology,Equal Education,Social Bias,Gender Bias,Racial Bias,Social Media,Freedom of Speech,Educational Policy,Family Involvement,Educational Innovation

Each new generation must become active, informed, responsible, and effective citizens. As a teacher who was surveyed for this report said, &quot;civic education is essential if we are to continue as a free democratic society. Not to educate the next generation will ensure the destruction of our American way of life as we know it.&quot; Data show that many young Americans are reasonably well informed and active. For instance, 45% of citizens between the ages of 18 and 29 voted in the 2012 election. In a national survey conducted for this Commission, 76% of people under the age of 25 who voted could correctly answer at least one (out of two) factual questions about where the presidential candidates stood on a campaign issue and state their own opinion on that issue. On the other hand, more than half of young people did not vote, and on some topics, most young people were misinformed. This research, like many other studies, finds that young people from disadvantaged backgrounds are far less likely to be informed and to vote. These shortcomings cannot be attributed to the schools alone, since families, friends, political campaigns, election officials, the mass media, social media, and community-based organizations are among the other important influences on young people. In fact, this research shows that while schools matter, civic education must be a shared responsibility. The outcomes are acceptable only when all the relevant institutions invite, support, and educate young people to engage in politics and civic life. Breaking outdated and comfortable patterns will require new ideas and the active support of all sectors of society. This report is intended to engage Americans in a new discussion, leading to experiments, partnerships, and reforms. It provides recommendations that emerged from the Commissioners' deliberations, which were informed by an in-depth analysis of prior research and extensive original research conducted during and after the 2012 election, and a summary of the new research. No single reform listed here is a panacea, but combining several of them would help build a supportive environment for youth civic learning and engagement. The main body of the report explains whether each of these recommendations is based on extensive experience and evaluation data or is a new idea that the Commissioners advocate on a pilot basis.
Apprenticeship Review: Cyprus. Adding Value: Rethinking Apprenticeships. Thematic Country Reviews
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Vocational Education,Employment Qualifications,Role of Education,Educational Policy,Governance,Mentors,Program Design,Partnerships in Education,Program Implementation

This report presents key findings and suggestions to improve apprenticeship for learners and employers and increase its attractiveness for economy and society in Cyprus. Based on information provided by apprentices, teachers, institutional actors, social partners and policymakers, the review examines the country's new modern apprenticeship, which provides an alternative education pathway for students who have completed compulsory education or a preparatory apprenticeship. Improvements have been and are being made to the new modern apprenticeship, but national policy-makers need to decide which role they want apprenticeships to play in the Cypriot education and training system. This publication is the final report of Cedefop's review of apprenticeship in Cyprus, carried out between January 2017 and June 2018 at the request of the Ministry of Education and Culture. This review of apprenticeship is one of several carried out by Cedefop at the request of various Members States.
ESL Student Performance: English STAAR and TELPAS, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-23
Type: Reports - Research
Subjects: Second Language Instruction,Second Language Learning,English Language Learners,Language Minorities,Language Tests,Standardized Tests,Scores,Elementary School Students,Secondary School Students,Language Proficiency,Reading Achievement,Mathematics Achievement,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. The report summarizes the performance of students who were in these two ESL programs during the 2017-2018 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English STAAR, STAAR EOC, and the TELPAS.
Pathways into Leadership: A Study of YouthBuild Graduates
Author: Godsay, Surbhi
Date: 2012-00-00
Type: Reports - Research
Subjects: Youth Programs,Program Effectiveness,Job Training,Counseling,Mentors,Leadership Training,At Risk Persons,Service Learning,Alumni,Individual Development,Skill Development,Construction Industry,Building Trades,Family Environment,Dropouts,Peer Influence,Adults,Social Influences,Caring,Expectation,Role Models,Citizen Participation,Career Development

This study tells the story of the transformation of a substantial group of young people. Today they are exemplary civic leaders. A significant number of them hold public office or are church leaders, such as pastors. More than one third are professional educators or youth workers. Almost all are leaders in their families, workplaces, and communities. It is a remarkable outcome because just a few years ago they were on a very different track. Almost all had dropped out of high school or been expelled. Many were victims of violence, and a substantial minority had been members of gangs and/or convicted of crimes. Many had been homeless. Most predicted they would be dead by now. Their life trajectories, and indeed their identities, changed as a result of enrolling in local YouthBuild programs--a combination of education, community service in the form of building homes, job training, personal counseling and mentoring, and leadership development--and joining the national pipeline for young leaders that YouthBuild USA organizes for the alumni of the local programs. For the most part, these young people entered YouthBuild for practical reasons, such as the desire to obtain a GED and job skills. They found YouthBuild a radical alternative to the institutions and communities that they had known so far, characterized by caring and love (explicitly named as such), high expectations for achievement and service to others, opportunities for leadership within and beyond the program, and supportive relationships with adults and peers. Most of the young leaders report that those elements continued from their earliest days in a local program through to their advanced work in the YouthBuild USA leadership system. This study is based on a survey of 344 alumni and detailed intensive interviews with a diverse sample of 54 of those survey respondents. The Center for Information and Research on Civic Learning and Engagement (CIRCLE) conducted this study in cooperation with selected YouthBuild alumni. The graduates helped design the survey and the interview protocol and actually interviewed their peers. CIRCLE has analyzed the survey data and audio tapes of the interviews. This is a highly rigorous and intensive study, using a mixed-methods methodology appropriate to the topic. It has quantitative, qualitative, and observational aspects, and a dimension of community-based participatory research.